Wilford Village Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have a wonderful time at this stimulating and safe playgroup. They enter the playgroup with enthusiasm and settle quickly.

Staff are positive role models for the children. They are warm and approachable. Children are well behaved and demonstrate that they are happy and secure.

They freely move around the rooms choosing their play and demonstrate they are comfortable in their surroundings. Children have a positive attitude to their learning and are keen learners. They listen and concentrate well, for example when they snuggle with staff to listen to a story.

Younger children scream with delight as they... sing popular nursery rhymes and songs. They jump up and down and take part in doing the actions to the songs willingly. Children have many opportunities to develop their curiosity and explore the environment.

This is evident as children hunt for 'dinosaur eggs' in the sand and excitingly wait for them to hatch. Staff have high expectations for all children. They plan a curriculum that is broad and balanced.

This motivates children to play and learn actively. Staff know the children well and frequently check what children can do. They use the information they gather to plan what children need to learn next.

They provide a wide range of exciting activities inside to promote children's interests.

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

The manager is strong and leads a motivated staff team. She is ambitious about improving the quality of care and learning she provides.

The staff work well as a team and are well supported by the manager and the committee. They are provided with one-to-one sessions and staff meetings to help improve their teaching skills and practice. They have recently attended training on communication and language skills.

This has helped improve the speaking skills for all children.Staff provide a broad range of activities and resources which enhance children's development across the areas of learning. They challenge and support children well.

For example, they guide younger children to explore paint using their fingers and tools, such as rollers. This helps the children to express themselves and develop their creativity. However, during some play activities, staff do not make the most of all opportunities to extend older children's knowledge and understanding of mathematics.

Staff encourage children to manage their own care needs. Older children confidently carry out tasks, such as putting on their coats and pouring their own drinks at snack time. They follow effective hygiene procedures, and even the youngest children know to wash their hands before snack.

Children learn about the world around them. For example, they have been involved in celebrating harvest time. They look at how food is grown and learn that harvest is a time for sharing.

Staff extend children's experiences and learning. They look at books about how children celebrate harvest time around the world. This has helped children to understand about others not involved in their immediate family.

Children's good health is promoted through healthy snacks and daily outdoor play. Their physical development is well promoted in the outdoor play area. For example, they run, climb and ride wheeled toys.

However, the outdoor area is not planned effectively to provide opportunities across all areas of learning for children who prefer to play outside.Children learn to share and take turns, and older children are beginning to respect others. They become engrossed in their play and stay focused.

This is evident when children share the equipment while making their play dough creations. During this activity, children demonstrate they are fully involved in their learning. However, at times, staff interrupt children's play to carry out group activities and daily routines.

This does not fully support children's learning and enjoyment or allow them to finish their play to their satisfaction.The manager and staff have established effective partnerships with parents and other professionals involved in the children's care and learning. They inform parents of the achievements their children make, and talk to them on a daily basis about what they have done.

Parents are pleased with the good progress their children make. They confirm that staff help to boost their children's confidence and self-esteem.Staff offer opportunities for children to explore and investigate.

For example, children explore how to use everyday items in different ways, such as playing with whisks and sieves in the sand. These activities provide new experiences for children and build on what they can already do.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have a secure understanding of child protection and the wider issues of safeguarding children. They know the procedures to follow if they have a concern about a child in their care or if an allegation is made against a member of staff. All staff complete safeguarding training to keep them informed of current guidance and policies.

The manager and committee adopt safer recruitment procedures, which are rigorous. These procedures include thorough checks on all staff and volunteers to ensure they are suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop the opportunities to support children's knowledge and understanding of early mathematics nimplement plans to improve outdoor facilities for children and broaden the range of learning opportunities, particularly for those who learn best outside review the daily routines to enable children to finish their play to their full satisfaction, to support their learning and enjoyment thoroughly.

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