Hugglescote Playgroup

What is it like to attend this early years setting?

Children are happy at the playgroup. They show an interest and are engaged in activities. Older children work together as a team creating 'a giant beanstalk' from a cardboard tube. They share their ideas with each other and staff, enthusiastically discussing how they can stick leaves on the tube. 'I can use tape' one says smiling, as staff praise them for their ideas. Children are taught how to use tools in a safe way. For example, older children learn from staff how to safely use scissors to cut tape. Children access a well-equipped and secure garden. They develop their physical skills as they use their feet to climb up the new climbing wall. Younger children enjoy pushing toy diggers up and down a large sandpit.

Children behave well. They react positively when staff remind them to share toys with their friends. Children have good relationships with staff. Younger children actively engage with staff during a painting activity. They encourage children to use their imagination as they create their own pictures. Children say that they have painted 'jelly on a plate'. They laugh and wiggle in their chairs as staff sing a 'jelly wobble' song.

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

• Children progress in their learning and development. Staff spend quality time with children and get to know them really well. They plan a curriculum that takes into account what children already know and can do. Staff challenge and extend children's learning and skills during activities. For example, younger children are challenged to thread small cereal hoops onto thin sticks. This further develops their concentration and physical skills.
• Staff identify children who may need additional help. They work well with other professionals, implementing support plans to allow all children to improve their learning.
• Staff provide numerous opportunities for children to strengthen their mathematical knowledge. Staff teach older children how to measure leaves using a tape measure. Children look at the numbers on the tape measure, confidently saying 'that's seven' and 'it's number one'. Staff teach the children about size. Children comment on the height of a beanstalk they are making, saying 'it's massive'. They discuss if the beanstalk is taller or smaller than an adult.
• Staff teach children how to be independent, preparing them for the next stage in their learning. Children confidently pour their own drinks at snack time. Younger children are encouraged to put on and zip up their own coats.
• Staff teach children how to keep safe. Children press a bell at the bottom of the stairs, signalling to staff they want to access the upstairs playrooms. Staff then help them to climb the stairs safely.
• The manager and staff have good relationships with parents. Parent meetings are held in order for key workers to discuss children's progress. Staff actively engage parents in their child's learning by providing 'home learning' books, which contain tasks for them to complete. However, parents are not always provided with information that helps support their children to learn about the correct use of technology at home.
• The manager has strong relationships with staff. She gives feedback to staff on their performance in order for them to develop their professional practice. The manager upskills staff by sharing what she has learned in training. For example, she models how they can enhance their delivery of activities to support children's early reading and writing skills. Staff report they feel supported.
• The manager and staff regularly reflect on what experiences the playgroup offers to children, making changes where needed. For example, dens were constructed in the garden, reflecting children's current interest and enjoyment of hiding.

What the setting must and should do next

The provider should:

• enhance parent partnership to include information on how children use digital technology at home.