Hippy Kids Playschool

Inclusion: Strong standard

There is an inclusive culture that is well established throughout the setting. Staff identify children's needs early. Leaders and staff collaborate well with parents and carers and outside agencies to provide a unique and successful approach to make positive improvements to children's experiences. Consequently, children who face barriers to their learning make sustained progress from their starting points. Small intervention groups strengthen children's learning experiences. This helps to support children's communication, turn-taking and social skills. Leaders seek guidance from outside professionals, such as physiotherapists and language specialists, to provide an effective bespoke curriculum for those children who most need it.

Staff monitor children's progress through continuing observations and assessment. They share detailed feedback with families so that they can make adaptations at home to support children's learning. Parents provide extremely positive feedback on the progress that their children are making under the care of leaders and staff. They appreciate their involvement in decisions which helps them to understand how support is provided for their children.

Leaders and staff provide a stimulating range of activities which widen all children's understanding of the world. Babies are encouraged to explore the forest garden. Older children handle and learn about what fossils are and how they are formed. These experiences help close the gaps in children's experiences and learning.

Curriculum and teaching: Expected standard

The curriculum builds on children's existing knowledge and the information that they need to be learning next. Children who face a disadvantage have access to a bespoke and highly effective curriculum and make impressive and sustained progress from their starting points. However, there are times when staff do not consistently extend children's learning or highlight what they precisely want children to learn. For example, at times, some activities tend to be very child-led, and adult-led learning can be generalised rather than specific for individual children. This results in children's learning occasionally being more incidental than purposeful. However, despite this, children have a wide access to activities and resources that they take full advantage of in their own play which helps them to achieve their full potential.

Staff ensure that older children understand mathematical concepts, such as measurements and size. Babies learn to count as they listen to stories and rhymes. Children's vocabulary and language develop through rich discussions and interactive stories, during which children use props to contribute at group times. Staff use their skills to ask purposeful questions and allow time for children to respond with their own thoughts and ideas. This helps children to feel valued and listened to and supports their confidence in talking in front of others.

Achievement: Strong standard

Despite the small weakness in curriculum delivery, children still make sustained progress and achieve well. Children, particularly children with special educational needs and/or disabilities, make rapid progress from their starting points and demonstrate growing competence across all areas of learning. Babies repeat sounds which develop into single words and then phrases. Older children are articulate and confident talkers. This allows children to contribute to discussions with staff and their friends.

Children have many opportunities to support their physical development, and this is well supported in the thoughtfully planned outside and inside environments. The sounds of excited children and their laughter echoes throughout the nursery as children delight in each other's accomplishments, such as climbing a tree or using tools. Children's play is extremely collaborative and supportive of each other. They 'high five' their friends, giving them praise and congratulating them.

Behaviour, attitudes and establishing routines: Strong standard

Leaders and staff have established a purposeful 'home-from-home' environment. This contributes to children developing a sense of familiarity and belonging. Staff have high expectations of children's behaviour. They apply these expectations consistently. Children, including the very youngest, respond positively and understand the daily routines. This helps them to be aware of what is happening next. Children are extremely well supported in transitions between home and the setting and also between rooms. Staff have very close bonds with children. They know them well and carefully make adaptations for children who need additional support or a different approach. For example, they provide a calm space when children arrive to help them to feel less overwhelmed after a busy morning.

Children, including children who face barriers to their learning, demonstrate extremely positive attitudes to their learning. They remain at activities for sustained periods of time and are highly curious. Staff use effective strategies to meet children's individual emotional needs. Consequently, children take responsibility for their own behaviour and develop empathy towards others.

Staff are gentle and respectful at all times. This has a very positive impact on the way children view themselves and treat others. Children are kind and caring. Babies seek out older children to play with, and older children respond kindly and gently. Leaders work well with families to promote attendance and make adaptations when needed.

Children's welfare and wellbeing: Strong standard

Children's emotional security and happiness is prioritised by leaders and staff. The flexible settling-in sessions support children's and families' emotional needs. Parents and carers feed back that they are very appreciative of this. Emotional bonds between staff and children help children to build secure attachments, which help in future relationships and life experiences. Key persons respond very sensitively to all children's needs, giving reassurances and cuddles when needed. The baby room staff are exceptionally nurturing. This contributes to babies rapidly growing confidence and developing high self-esteem.

Children develop secure healthy habits that support their physical health and wellbeing. They enjoy the very nutritious and home-cooked meals and endless opportunities to run around in the fresh air with their friends. Children are extremely well supported to consistently make their own healthy choices and decisions. They are safely monitored through both sleep times and when eating. Staff have training to safely support children with medical and dietary needs.

Staff work hard to establish firm relationships with parents and carers. This helps them to understand each unique family set up, such as for those who speak English as an additional language at home. Staff use this information to discuss how families are different and to celebrate those differences. As a result, children learn about the wider community in which they live and develop an excellent sense of belonging in the setting.

Leadership and governance: Strong standard

Leaders have made significant improvements in their recruitment procedures since their last inspection. All staff are fully vetted and undergo an in-depth induction before they begin working at the setting. This ensures that all adults are safe and suitable to work alone with children. All staff receive very regular safeguarding training and ongoing background checks to ensure their continuing suitability. Staff mention that they have plentiful and exciting opportunities for further training, such as completing a qualification to train as forest school leaders. They appreciate the time and energy that leaders provide staff with to ensure that they are happy in their roles and that their wellbeing is high. Staff say that their workload is manageable and that leaders are extremely supportive with issues within the workplace and at home.

Leaders have a clear oversight of the setting. They are continually reflecting and strive for improvement and are area aware of some improvements that are yet to be made to the curriculum. They work hard with families to accommodate their individual needs. Leaders prioritise those families and children who face a disadvantage. Families are regularly welcomed into the setting. They get the opportunity to play alongside their own children and discuss children's development with their child's key person. This enables parents and carers to further support their child's learning in the home. Leaders work extremely successfully with outside agencies to secure a tailored curriculum for children who face a disadvantage.