Hodnet Pre-School Playgroup

What is it like to attend this early years setting?

Children have access to good-quality educational experiences in the pre-school. They gain a wealth of useful skills that prepare them very well for their move to school. Staff are friendly and nurturing. Children form close bonds with them and show that they feel safe and secure in their care. Children respect the staff and respond positively to the warm interactions they provide. This includes adapting their behaviour following the gentle reminders from staff.

Children thoroughly enjoy accessing the exciting outdoor area and choose to spend most of the day outdoors. The manager and staff plan very well for children's independent outdoor-play experiences. Children benefit from a wealth of enriching opportunities to practise their skills and use their knowledge in a range of contexts. For example, children share their feelings about recent world events as they use construction equipment. They explain what they know about earthquakes and the damage these can cause.

Children enjoy early literacy opportunities. They understand that signs and symbols have a meaning, and ask staff to explain road signs to them. They are keen to write their names on their drawings and find their name cards to help them.

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

• The manager reflects well on the service they provide to identify strengths and areas to develop further. She uses this information well to plan training opportunities that help staff to continually improve their practice. Recent training has supported the staff team to further support children who need additional support with their communication and language development.
• During their chosen play, children are well-motivated and have positive attitudes to learning. They make confident choices about where they will play, what resources they will use and who they will play with. However, during the adult-led activities, staff slightly limit the opportunities for children to explore their own ideas and learn in their preferred way.
• Parents speak highly about the service provided. They say that staff are 'brilliant' and keep them informed about their child's progress. They find the online communication app helpful and informative about their child's learning experiences and progress. The manager provides parents with daily opportunities to speak with her about their children. However, parents and key persons do not have consistent opportunities to allow for information to be exchanged about children's achievements at home and in the setting.
• The manager has an ambitious curriculum and has identified key areas of learning that help children to build on their knowledge and skills. Staff implement the curriculum well. They make useful observations of children and use this to identify what they need to learn next. Overall, they plan well for children's development and successfully extend their learning. The manager makes good use of additional funding to ensure that it enhances learning for the children it is intended for.
• Staff support children's communication and language development well. Two-year-old children develop their ability to concentrate and focus their listening skills. Staff choose books that they know will specifically support children's language skills, such as exploring the sounds that animals make. Staff working with older children encourage them to expand their vocabulary and understanding of the meaning of new words. For example, children learn about roots and shoots as they plant tulip bulbs.
• Children develop good levels of confidence and staff support children to build their self-esteem. Staff encourage children to manage everyday tasks for themselves, and to become aware of their needs. For example, children decide whether they are cold and need to wear a coat or not.
• Staff support children's health well. Children enjoy the nutritious food and healthy drinks provided. They benefit form plenty of opportunities to be physically active and build their physical strength. Children enjoy opportunities for more adventurous play, such as swinging onto a pole and sliding down it.
• The manager works closely with the school and they have plans to collaborate to provide additional professional support for children with language delays.

What the setting must and should do next

The provider should:

• enhance the planning and teaching for the adult-led activities provided to increase opportunities for children to be active learners
• develop further the partnership working with parents so that parents and key persons benefit from consistent opportunities for two-way discussions about the children.