Hamble Village Playschool

What is it like to attend this early years setting?

Children behave well and are happy and safe in the setting. They are extremely motivated and active learners. During the inspection, they proudly showed staff the animal masks they made using scissors, glue and glitter. Children often return to their favourite activities, such as the modelling dough, and practise what they have learned, such as cutting out shapes and counting them. They mix petals from fresh flowers donated by a local supermarket with water and use their imagination to pretend it is perfume.

There are high expectations for every child. All children, including those with special educational needs and/or disabilities and those who speak English as an additional language, are supported to feel settled and secure. Staff have taken action to reduce the noise level in the indoor play areas, which enables children to focus and learn. They encourage children to refocus when the noise level increases and regularly remind them to use 'indoor voices' and their 'listening ears'.

Children are supported well to understand the world. During outings, they enjoy collecting sticks that they use to build dens. They hunt for bugs using magnifying glasses and explore pumpkins hidden in leaves. Children make kites and discover what happens when they fly them in the wind.

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

• The manager has worked closely with staff and the committee to implement the actions and recommendations made at the last inspection. She has ensured that all statutory requirements are now met and has improved the oversight of the setting and the quality of children's learning and development.
• Staff follow the manager's positive example of good practice. They are very attentive to children's individual care needs and respond in a positive way to what children say and do, to build on their development. Staff make sure that children's favourite activities are always available and encourage them to make choices and enjoy learning. They adapt the curriculum according to their observations of children's interest.
• Staff support children to develop the skills they need for future learning. They respond to children's interest in books and their requests to read stories, and they take them on outings to the local library. Staff successfully develop children's social skills and friendships and make sure that all children are included.
• Staff provide a language-rich environment that includes regular singing activities. They build children's confidence to talk and share what they know and understand. Staff's positive engagement supports children to develop and use a wide range of vocabulary.
• Children develop physical skills during outings to a park and woodland area, where they enjoy learning to use climbing equipment and climb trees. In the setting, staff sometimes organise parachute games and yoga activities to support children's physical development. However, on a day-to-day basis, the opportunities for children to engage in challenging physical activity are limited.
• Staff have improved how they support children's independence. They encourage them to help cut fresh fruit to eat at snack time and to wash up their bowls and cups when they have finished. Staff also help children learn to put on their coats and to attend to their personal care needs.
• The special educational needs coordinator has a very good understanding of her role and responsibilities. She works closely with children, parents, staff and other agencies to identify and reduce gaps in children's development. The manager makes good use of additional funding to meet children's individual needs.
• The manager and staff support children and their families very well. They work in partnership with parents and are fully invested in promoting the all-round well-being of children and their families. They go to great lengths to provide advice and practical assistance.
• Staff help children learn to take turns and share the resources. Children behave well and learn good manners. They wait patiently for their turn to wash their hands before eating. During the inspection, children were heard saying to staff, 'Excuse me, please can you help me undo my zip?'

What the setting must and should do next

The provider should:

• support staff to further improve planning so that children are consistently challenged and make the best possible progress in their physical development.