Hexham Community Centre Playgroup

Inclusion: Expected standard

Leaders are deeply committed to ensuring every child feels included, valued and understood. They work hand in hand with staff to recognise children's needs as early as possible and to put in place relevant support for the children. Staff follow children's progress closely and maintain gentle, regular communication with parents and with the professionals who help children to thrive, such as speech and language therapists. Leaders support families through early help meetings and through carefully planned transition meetings as children move on to school. This ensures families feel listened to, understood and well guided, and helps children feel confident, secure and ready for their next steps.

Staff are actively involved in deciding how early years pupil premium funding is used so that it best meets the needs of all children, particularly those from disadvantaged backgrounds. For example, the team chose to invest early years pupil premium funding in high-quality story bags that children take home to share with their families. This strengthens children's language, communication and early literacy, enriches home-school relationships and ensures families feel closely connected to their child's learning journey.

Staff access appropriate training to ensure they can meet the needs of the children in their care. For example, some staff have completed autism training so they can offer sensitive, informed support to children who may need additional help.

Curriculum and teaching: Expected standard

Leaders have the knowledge to reduce barriers to children's learning and make any adaptations needed to teaching and learning activities. They have made purposeful changes to the quality of the curriculum and teaching that children receive, ensuring the curriculum is shaped around the 7 areas of learning and linked to a range of engaging topics. Staff use children's play as a vehicle for learning, offering opportunities for exploration while also guiding children through purposeful adult-led experiences.

Older children benefit from clear guidance and cooperative play. However, staff do not ensure the same consistency in their interactions with younger children to help strengthen early communication, social skills and secure learning so they receive high-quality support and no valuable opportunities are missed.

Children are encouraged to try a variety of activities, and staff use individual targets to develop and extend learning within both planned sessions and spontaneous interactions. Staff ensure that physical development and children's wellbeing remain daily priorities. They support these through regular walks in the community, including visits to the allotment and park, which promote movement, resilience and a connection to the natural environment. These consistent opportunities enable children to revisit key concepts, build on what they already know, and make meaningful progress across the areas of learning. Leaders make regular checks to assess the progress children are making against their targets, using this information to refine practice further and remove any emerging barriers to learning.

Staff do not consistently support children to practise letter sounds correctly and use an effective pencil grip when they are ready, to extend their early literacy skills further. These inconsistencies can result in habits forming that may hinder early literacy skills when children begin school.

Achievement: Expected standard

Children typically achieve well across the 7 areas of learning and make progress from their individual starting points, including children with special educational needs and/or disabilities. They settle happily, develop positive relationships and show kindness towards others, helping friends, sharing resources and working cooperatively in play. For example, children strengthen their communication and language skills and imaginative play by taking on roles in the home corner, such as pretending to be the mummy or daddy, using talk to negotiate and extend their play, singing songs and sharing stories. Older children become more assured in their communication, chatting comfortably with each other and warmly with visitors. Children develop their understanding of the natural world through regular outdoor experiences, and seasonal community walks further support their environmental awareness in meaningful and engaging ways. For example, children learn about growth and seasonal celebrations by growing and harvesting their own pumpkins at the allotment for Halloween.

Children develop early mathematical skills throughout the day, engaging in activities such as counting petals, exploring capacity in the water tray and pretending to sell ice creams. As they grow in confidence, older children extend this learning by using comparative language, discussing 'more' and 'less' and comparing quantities during hands-on activities such as manipulating different amounts of play dough.

Parents are kept informed about their children's achievements through the setting's 'Passport' system, which records progress against individual targets and shares regular updates that help families understand how their children are developing.

Behaviour, attitudes and establishing routines: Expected standard

Children enjoy coming to the setting and arrive happily, settling quickly into familiar routines. Leaders have high expectations for children's behaviour, and staff model positive interactions throughout the day. They support children to follow established routines, such as sharing play dough with friends before beginning an activity and encouraging turn-taking in the water tray. Children are eager to share their achievements with staff. For example, while pretending to make their own ice creams with different toppings, they proudly show what they have created and seek positive recognition for their efforts.

Staff support children to follow familiar routines. However, for some children, including those with special educational needs and/or disabilities (SEND), leaders could benefit from reviewing the strategies used to support transitions. Strengthening these approaches would help ensure all children understand their next job and are enabled to act independently.

The setting reinforces the importance of regular and punctual attendance with parents. This ensures that all children, including disadvantaged children, those with SEND, those known or previously known to children's social care and those who may face barriers to their learning or wellbeing, attend consistently and maintain strong engagement in their learning.

Staff respond sensitively to children's emotional needs. When children become upset or have difficulty managing their emotions, staff offer comfort through gentle reassurance and cuddles, helping them to feel safe and regain calm.

Children's welfare and wellbeing: Expected standard

Leaders and staff provide a nurturing environment that supports children's confidence and independence. For example, children independently access the resources they need, such as aprons or cutters, to join in with activities.

Leaders actively support families to promote children's health and wellbeing. They encourage healthy eating through guidance on nutritious packed lunch choices. They strengthen physical development by ensuring all children take daily walks in the community, including visits to the allotment and park, alongside opportunities provided by external companies, such as yoga sessions.

Staff act as key persons for their allocated children, ensuring their individual needs are best understood. They also work flexibly across the setting, supporting other children so that everyone benefits from consistent, nurturing relationships.

Staff supervise children appropriately during mealtimes, ensuring they remain calm, relaxed and socially engaged. They make thoughtful adaptations for children with special educational needs and/or disabilities, ensuring all children can participate comfortably and confidently.

Children's emotional wellbeing is supported effectively. Morning routines include singing the familiar 'Good Morning' song, which helps children regulate, settle and feel ready for the day. Staff use restorative conversations to understand children's feelings and perspectives, helping them to resolve difficulties calmly and build positive relationships. These consistent, nurturing actions promote a sense of security and contribute to children's overall wellbeing.

Leadership and governance: Expected standard

Recent changes in leadership have brought a renewed sense of purpose, driven by a clear passion for the difference the setting can make in giving children the best start in life. Leaders recognise the importance of continual improvement and use regular reflection and evaluation time with staff to consider ways of strengthening practice. Leaders' commitment to building warm, trusting relationships with families enables children to feel secure, understood and ready to learn from the moment they arrive. Parents speak highly of staff and the opportunities that are provided for their children. They value the regular communication they receive and appreciate being kept informed about their children's progress and development. Parents feel confident that their children are well prepared for their next stage. This includes parents of children with special educational needs and/or disabilities. Leaders prioritise staff development and wellbeing. They provide relevant training, encourage further qualifications and ensure staff feel supported and valued. For example, leaders are looking to further support staff's expertise by ensuring more staff access special educational needs and disabilities coordinator training to enhance inclusive practice across the setting. Staff describe the team as a close-knit family, characterised by strong mutual support and collaboration.