Little Tractors

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children confidently select from a wide variety of inviting activities.

They show confidence in mathematics and relish the challenge of counting, measuring and solving simple number problems. They proudly display their artwork in the 'gallery' on the wall, which showcases their unique creations. Children's well-being and enjoyment are central to everything that staff do.

Their focus is solely on being with the children, teaching as they talk and play. Children form really strong bonds with the staff. Children giggle with excitement as they run and play 'hide and seek' with staff in the outdoor play area.

They ...take turns choosing their hiding places together. Children cover their eyes and count up to 10 while a member of staff hides. They celebrate finding each other and being found.

Children have fun as they learn together at the playgroup. They play actively and cooperatively. When a child needs help, their friends and the kind, caring staff support them.

For example, a child quietly passes a fourth wheel from the construction toys to help their friend complete the vehicle that they are making.

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

Staff get to know children very well. They work closely with parents to involve other professionals with children's care and education, where it is appropriate.

This helps to ensure that children and families receive the help and support that they need.Children are comfortable and familiar with the enhanced handwashing routines in place to prevent the spread of infection. Staff use their knowledge and experience to help children learn how to behave kindly and responsibly towards one another.

Children's exemplary behaviour shows that they feel safe and secure. Staff are vigilant in their supervision of children throughout their day. This helps to maintain children's safety.

Staff give clear messages to help children learn how to keep themselves and others safe.Staff provide parents with termly reports about their child's progress and information about the activities they do. Prior to the COVID-19 (coronavirus) pandemic, parents and staff met at a variety of events.

This gave parents opportunities to talk informally about their child. Leaders and managers have not successfully identified new ways to compensate for this loss to guide parents in supporting their child's learning at home.Children develop a love for books.

Staff are superb storytellers, asking fun and challenging questions that promote children's engagement and thinking. Children show that they have a good understanding of the world around them. For example, they contribute their ideas when staff ask, 'Why wouldn't you want to shake hands with a lobster?' Staff help children to identify sounds and develop their speaking skills.

For example, as they read, staff emphasise the initial sounds as they slowly pronounce words, such as 'stingray' and 'walruses'.Staff report that leaders and managers give them good support for their well-being. The management committee are closely involved in the running of the playgroup.

Staff attend meetings where they plan an interesting and challenging curriculum. They complete online training which builds on their knowledge and evidence of this is seen in their practice.Leaders, managers and staff recognise the importance of encouraging children to become highly confident and competent talkers.

Children's abilities grow steadily and securely over time. Staff are sensitive to the needs of children who are shy or need extra support to develop these skills. Staff identify these children quickly and spend time with them individually and in small groups, as opportunities arise.

However, this does not happen consistently to help them reach their full potential.

Safeguarding

The arrangements for safeguarding are effective.Leaders and managers ensure that all adults working with children and members of the committee have the necessary checks in place.

This means that only suitable people are involved in the playgroup. Staff complete training to help them to recognise the signs and symptoms of possible abuse and/or neglect. They are aware of what to do if they have concerns about the safety or well-being of a child.

Staff act swiftly to seek help from other agencies to safeguard children when required. They also understand the procedures to follow if they have a concern about the practice or suitability of another adult working with the children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance engagement with parents to help them guide their child's learning at home plan richer opportunities for staff to deliver further support for children who are vulnerable to falling behind in their learning.