Hucclecote Playgroup

What is it like to attend this early years setting?

Children are encouraged to be independent from the moment they arrive in the morning. They immediately put their lunch boxes and coats away and set off to explore the resources. The play leader remains on the door to speak with parents, ensuring a smooth handover as children enter. Staff within the room support children as they select activities to start their day. They provide children with clear and consistent routines that enable them to feel safe.

Staff focus on children's personal and social development in their first term. As a result, children build good relationships with each other and have positive and engaging interactions with staff. They sing as they get ready for snack or lunch and enjoy listening to music as they dance to warm up from being outside. Children particularly enjoy exploring in sensory trays set up by staff. For example, they explore sparkly oats or a mixture of pasta and foam. Children share and take turns, sometimes doing so very successfully in large groups.

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

• Parents are happy with the care their children receive. The play leader uses a variety of approaches to communicate with parents. She tells them about children's day-to-day activities and upcoming events. Parents feel they can message and check in on their child's day if required.
• Staff talk clearly about the focus of learning for groups of children. They plan for progression across the year and support children as they prepare for the next stage of their education. However, at times, staff focus too much on the needs of the collective group, rather than on individual children within this. For example, some children show that they are ready for greater challenge, whereas others need more targeted support. Staff do not yet organise their day or activities with enough focus to ensure that all children can reach their full potential.
• Children behave well in the setting. They are quick to put their hands up when it is time to stop and help to make their room tidy. Children are considerate of the needs of others and help their friends to put their coats on before going outside.
• Children have many opportunities to develop their physical development during the day. They construct with tubes and balls in the large outdoor area and build their hand strength with 'dough disco'. Staff provide healthy food options for snack. Children are independent as they serve their own drinks and scoop snacks onto their plate.
• Staff promote early literacy and mathematics through everyday activities. Children are aware of print in their environment, and some point out letters from their name on the wall. At snack time, children use pictures to discuss what they will eat and then count the cups and plates for their friends.
• Staff plan activities for children in receipt of funding and for children with special educational needs and/or disabilities as part of the wider group. They involve parents in discussions about how to spend any funding effectively.
• The play leader has good communication with staff. She is aware of the impact of creating extra paperwork. She plans training for days when the setting has longer development sessions.

What the setting must and should do next

The provider should:

• develop strategies to further children's individual learning through an ambitious curriculum that challenges the most able and provides targeted support for those who need it.