Hope Methodist Church Playgroup

What is it like to attend this early years setting?

Children arrive happy and are safe at this vibrant setting. They wave their parents off at the front door and embrace staff with cuddles. Children show good levels of independence as they take care of their personal belongings. They hang their coats up and are eager to tell staff about their family members. Children confidently greet the inspector and show him a 'magical road' that they have built for their toy cars. Younger children snuggle into staff while staff sing them nursery rhymes and read stories to them. Older children giggle with delight while taking part in relay races. Children show good levels of behaviour and have positive attitudes towards their learning. They develop good skills in readiness for their move on to school.

Children show a love of reading. They select books and share them with their friends. Children talk about the pictures and who their favourite characters are. Staff support children's large-muscle development very well. Children relish opportunities to play outdoors. They chase bubbles, kick balls and learn to ride scooters. Children count the number of steps that they take towards staff and skilfully balance on apparatus outdoors. They have a strong sense of belonging and are proud of their achievements. For example, children beam with delight as they show staff their artwork.

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

• Since the last Ofsted inspection, leaders have worked hard to remedy the weaknesses that were previously identified. They have worked with external professionals to bring about change. The deputy manager is passionate about the setting and wants to take it from strength to strength. Self-evaluation is accurate and leaders are reflective about all aspects of the setting. They strive for the setting to be the best.
• In the main, a well-sequenced curriculum is in place, that builds on what children know and can do. However, leaders have not been precise enough in how they can support older children's learning to the highest level. This means that, on occasion, some activities are not pitched at the correct level for older children. For example, some staff provide a painting activity about poppies that links to Remembrance Day. Children ask questions about poppies, such as where they come from, but staff do not extend this learning for children.
• Staff support children's communication and language skills well. They model words correctly and teach them new vocabulary. Children enjoy engaging in conversations with their friends and are confident communicators.
• Staff support children's emotional well-being extremely well. They spend time getting to know children, parents and their families when they first start at the setting. Staff give children reassurance and sing to them if they become upset. Children settle quickly and form secure bonds with staff and other children.
• Overall, staff receive high levels of support and guidance during supervisory sessions and appraisal meetings. They report that their well-being is given high priority by leaders and that they 'love' working at the setting. Staff attend mandatory training, such as in child protection. However, leaders have not established a highly successful programme of professional development for staff, to raise their practice to a higher level.
• Care practices are good. Staff teach children about good oral health and how to keep healthy. Staff provide children with nutritious foods and teach them about the importance of good hygiene. Children talk about washing germs from their hands before they eat and why it is important to keep hydrated.
• Leaders teach children about some celebrations and festivals from around the world, such as Diwali and Chinese New Year. However, they identify that they would like to provide children with broader opportunities to learn about similarities and differences beyond their own experiences.
• Partnership working is a strength of the setting. Staff keep parents informed about their children's care and learning. Parents commend leaders and state that the setting is 'excellent'. Links with external professionals and other childcare settings are robust.

What the setting must and should do next

The provider should:

• increase challenge in the curriculum for older children
• strengthen the programme of professional development for staff and provide them with more incisive feedback around their interactions with children, to raise their practice to a higher level
• better support children to have a greater understanding of similarities and differences beyond their own experiences.