Hutton Playgroup

Inclusion: Expected standard

Staff show care and sensitivity when supporting children and their families. They know children well and understand their individual backgrounds and experiences. Children are encouraged to share aspects of their home lives, which helps them to feel valued and included. Leaders work with external professionals and other agencies to support children who may need additional help. They engage in multi-agency working to help shape children's experiences and ensure continuity of care and support.

Staff make appropriate adaptations to support children's individual needs. For example, they provide quieter spaces, adjust activities and offer additional support to enable all children to participate fully. Leaders offer flexibility, such as additional sessions, to support families where needed. This contributes to children feeling secure and supported.

However, leaders are still developing their understanding of how to use available funding, including early years pupil premium, to link more closely to children's individual next steps in learning. Due to minor weaknesses in teaching, approaches to inclusion are not yet consistently embedded across all aspects of practice, which limits the impact of support for some children.

Curriculum and teaching: Expected standard

Staff provide a curriculum that reflects children's interests and experiences. They plan activities that support learning across areas of development. For example, children explore mathematical concepts such as counting, matching and recognising numbers as they use tills and card machines in the role-play area. Staff support children to develop their understanding of the world. For instance, children learn about growth and life cycles as they explore books about frogs and create representations of daffodils. These experiences help children to develop early knowledge, curiosity and vocabulary. Staff place importance on supporting children's personal, social and emotional development. They help children to build relationships, develop confidence and learn to manage their behaviour through consistent routines and interactions.

Staff interact warmly with children and encourage conversations during play. They model clear language and support children to express their ideas. However, staff are not yet precise in identifying and implementing children's next steps in learning. This means teaching does not consistently build on what children already know or extend learning effectively. In addition, opportunities to promote children's understanding of diversity and the wider world are not yet consistently embedded within the curriculum.

Achievement: Expected standard

Children make steady progress in their learning and development. They engage confidently in activities and develop a range of skills across areas of learning. For example, children strengthen their physical skills as they pedal bicycles and manoeuvre tricycles. They develop fine motor control through activities such as using play dough, threading and mark making. Children make progress in developing their communication and language. They listen during group activities and respond to instructions. They engage in conversations with staff and their peers, using an increasing range of vocabulary to express their ideas and experiences.

Older children recognise numbers to 10 and count reliably. They begin to estimate and recognise small quantities without counting. They apply these skills during play, for example when counting shoes in the role-play area. Children develop independence as they manage their belongings, make choices in their play and follow routines confidently. However, due to some inconsistencies in teaching, children do not consistently build on what they already know. This means that opportunities to deepen their learning and accelerate their progress are not yet fully embedded.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate positive behaviour and form warm relationships with staff and their peers. They play cooperatively and show enjoyment in their interactions. For example, children laugh together during construction play and remain engaged in shared activities for sustained periods. Staff generally promote clear expectations for behaviour. They support children to develop positive manners, and they use calm reminders to reinforce expectations. For example, staff acknowledge polite language at snack time and praise children when they say 'please' and 'thank you'. Children respond positively and show respect for others.

Staff typically consider children's ages and stages of development when supporting behaviour. They encourage older children to follow routines, such as tidying away resources and preparing for transitions. They understand expectations, for example knocking before entering the toilet to respect others' privacy. These routines help children to feel secure and develop a sense of responsibility. Leaders promote the importance of regular attendance and punctuality. They work with families to encourage consistent attendance so children benefit fully from the provision.

Children's welfare and wellbeing: Expected standard

Children's wellbeing is supported through warm relationships and familiar routines. Children feel safe and secure in the setting. They approach staff confidently for reassurance, comfort and support when needed. Children develop independence in their daily routines. For example, they place their belongings away on arrival. Children select resources independently and manage their personal care, including washing and drying their hands. They understand the importance of privacy and show respect for others when using the bathroom.

Staff plan snack time to provide further opportunities for children to develop their independence and social skills. Children select their own plates and cups, pour drinks and spread butter onto crackers. They pass food to one another and sit together sociably, engaging in conversations with staff and their peers. Staff promote healthy lifestyles with children through discussions about oral health and nutrition. They share information with parents and carers through newsletters and messaging systems to support continuity at home. Staff support children to begin to recognise and manage their emotions. They typically talk to children about feelings and provide reassurance.

Leadership and governance: Expected standard

Leaders have created a warm and welcoming setting that is valued by families in the local community. Staff demonstrate commitment to supporting children and their families and work together as a team. Leaders maintain positive relationships with parents and carers. They encourage families to contribute to children's learning, for example, by sharing items from home linked to current topics and interests. Leaders have an accurate understanding of the setting's strengths and areas for development. They recognise the need to strengthen how children's next steps in learning are identified and used within teaching. They also understand that the promotion of diversity within the curriculum requires further development.

Leaders support staff's wellbeing and provide opportunities for professional development. Staff feel supported in their roles and work collaboratively to meet children's needs. However, the impact of professional development is not yet consistently evident in practice. Systems to ensure consistency in teaching and curriculum delivery are still developing. This means that improvements are not yet fully embedded across the setting.