Happy Faces Playgroup

What is it like to attend this early years setting?

Staff work hard to create a welcoming and stimulating environment at this pack-away setting. They have worked tirelessly to bring about positive improvements since the last inspection. This includes making changes to the layout of the hall and bringing in more natural resources to create a calmer environment. Children gain a sense of belonging as staff greet them enthusiastically as they arrive. They self-register on arrival and get stuck straight into the exciting activities that staff have prepared for them. For instance, children thoroughly enjoy the 'potion'-making activity. They use potion bottles, whisks, bowls and spoons, and add water, oranges and spices. Staff talk to children about what their potions smell like, and children work collaboratively. For example, when one child wants more water for their potion, another child shares some of theirs.

The playgroup has established good links with the local community. For example, children go on walks to the village shop and post office, and then the staff recreate these environments in the setting for children to role-play. Some local businesses donate resources for the children to use, such as hairdressing equipment. Children create birthday cards for elderly attendees at the local lunch club and go and visit them to sing 'happy birthday'. This enhances children's cultural capital.

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

• The new playgroup committee has made a number of positive improvements since the previous inspection. Systems are now in place to ensure that new committee members are notified to Ofsted so that the necessary checks can be completed. Those with management responsibilities, the committee and staff strive to make further improvements and have a clear development plan for the playgroup. For example, they have plans to develop the outdoor area and enhance the outdoor curriculum for children.
• Supervision sessions for staff have been positive and recent training has contributed to the improvements at the playgroup. For example, staff are using their recent training on supporting and understanding children's behaviour to help children mange their emotions. However, formal supervisions to support those with management responsibilities in maintaining the good-quality provision for children are still in their infancy.
• Staff know the children in their care well. They have good safeguarding knowledge and prioritise children's well-being and welfare, as well as their learning and development. Children with special educational needs and those with a higher level of need are supported well. Staff carefully consider how additional funding is used to meet the needs of individual children.
• Staff plan for children's individual next steps in learning. They know what they want to teach children next and why. Overall, activities are well thought out.
• However, occasionally, some resources and activities are not planned precisely. For example, some staff do not always get down to the children's level, which affects the quality of their interactions. Some questions are not followed through to encourage children to think and respond and there are missed opportunities to extend children's learning.
• Children's communication and language skills are supported well. For instance, when children make gingerbread men, staff introduce words such as 'recipe' and 'ingredients'. Children use descriptive language when they roll out their dough, commenting that the flour feels 'soft' and the dough feels 'squishy'. Children also enjoy practising traditional Christmas songs for the upcoming nativity play.
• Children have plenty of opportunities to play outside and benefit from fresh air. They have lots of space to run around and be physically active. Children also learn about safety in interesting ways. For example, staff encourage children to work together to build a pretend fire. Children hunt for wood and add coloured tissue paper to represent flames. Staff talk to children about why they must not go near it, because it is hot and they might get burnt, and children repeat this warning to visitors.
• Parents speak highly of the playgroup and are pleased with the progress their children make. They comment that the staff get to know each family as a whole, caring about the parents as well as the children. Parents feel that the staff are supportive and knowledgeable and show genuine excitement when they share updates about their children's progress.

What the setting must and should do next

The provider should:

• strengthen the arrangements for providing coaching, training and support for those with management responsibilities, to help sustain and maintain the improvements across the provision
• support staff to plan the activities and resources they set out more precisely and develop their good interactions with children so that they make the most of opportunities to extend children's learning and build on what they already know and can do.