Buxton Pre-School Playgroup

What is it like to attend this early years setting?

Children are happy and settled in this friendly and welcoming setting. They feel safe and secure in their relationships with staff. Children develop close emotional attachments, confidently seeking out staff to share in their play. Staff respond positively when children need reassurance, offering cuddles and kind words. Children build good friendships with each other. They play well together, have regard for each other's needs and feelings, and are kind to each other. For example, when a child notices another standing on the sidelines of a construction activity, he picks up a foam block, takes it to the other child and invites him to join the game.

Children have a positive attitude to learning. They confidently choose what they want to play with and readily lead their own play. Staff follow what children want to do and support children's self-esteem well. They show a good respect for children's work. Staff focus appropriately on the process of planned activities, being led by the children's learning needs rather than pre-occupied with the look of the end result. For example, when children are making Christmas tree decorations from pine cones and glitter, staff recognise when children need to explore the texture of the glue and how it dribbles from the stick, instead of creating the decoration.

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

• Since the last inspection, staff have worked with the local authority to significantly improve their teaching skills. They meet children's individual learning needs well and understand how children learn. They plan a varied and stimulating curriculum that supports children's good progress. Staff carefully take into account how children learn when considering their interactions.
• Staff are actively engaged in children's learning and support them in purposeful play. They provide activities that are rooted in children's interests and support them well as they get ready for school. Staff understand where children are in their learning and what they need to do to promote continuing progress.
• Overall, staff pay good attention to promoting the development of children's speech and communication skills. They engage children capably, modelling conversation and introducing new vocabulary. Children become confident communicators. However, staff do not always encourage children to think for themselves. They ask children for their ideas but do not always give them time to think and respond before making their own suggestions.
• Children are helped to learn about the importance of good hygiene routines. They manage their personal hygiene needs relevant to their age and stage of development. Overall, children are developing self-care skills. However, staff do not always make the most of opportunities to help all children learn to tidy away after themselves or to manage their own coats and shoes.
• Children respond positively to staff's high expectations. Staff are nurturing and talk to children in a calm and respectful manner. They gently remind children about the need to share. Staff help children learn to keep themselves safe, such as why they should walk, not run, indoors. Children learn to take managed risks. They are gently encouraged by staff to 'have a go' and persevere as they walk along the balance logs and discs.
• Since the last inspection, management has introduced an effective programme of supervision for staff. Staff practice is monitored, and professional development opportunities are supported to bring about improvements in teaching. Staff are enthusiastic, motivated and work well as a team.
• Staff are committed to working together with parents. They keep parents informed about their children's days and learning, through verbal and electronic communication. Following the relaxation of COVID-19 arrangements, parents are now welcomed back into the building. Staff encourage parents to remain involved in their children's learning. Parents state that they are very happy with the service provided and describe staff as 'friendly and caring'.
• The manager has initiated partnerships with the local primary school. This helps to ensure that children are fully supported as they prepare for the next stage in their learning, such as moving into the Reception class.

What the setting must and should do next

The provider should:

• give children more time to think, respond to questions and explore their own ideas
• give children more opportunities to learn to do things for themselves.