Hutton Cranswick Playgroup

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happily at this welcoming village setting. Staff help them to find their own name as they take part in self-registration.

Children are proud as they achieve this. This familiar routine helps children to settle quickly and feel a sense of belonging at the setting. The manager and staff have a clear understanding of what they want children to learn.

They plan learning experiences to meet children's likes, interests and needs. As a result, children are active learners. They engage in learning indoors and outdoors.

Children use their creative skills to mix the paint and make butterflies. Staff prov...ide children with inspiration children as they show them the butterfly from 'The Very Hungry Caterpillar' book. This ignites children's imaginations as they think about the colours they will use for the butterfly.

Children understand and follow the routines at the setting well. Staff carefully adapt routines to meet the needs of children with special educational needs and/or disabilities (SEND). This enables all children to feel secure and engage with activities in the setting.

Older children build friendships as they share their interests. Staff ask children of different ages to help with snack. This develops children's personal and social skills as they support each other to cut the fruit.

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

Staff have made significant improvements since the last inspection. They have embedded a curriculum that helps them to decide what they want children to learn. Staff carefully consider children's ages and stages of learning to help them to make good progress.

For example, they extend children's learning as they are getting ready for school. Staff ask children to use a pencil and paper to make a shopping list. This helps to develop children's physical skills and control.

Children benefit from a range of learning experiences across the seven areas of learning. They are fascinated by the tadpoles in the garden. Staff introduce the life cycle of the tadpole.

Children remember what happens next and how the tadpole has grown from the egg. This helps children to develop an understanding of the world.Children confidently use a clipboard and pencil as they find the different birds on a bird spotting page.

Staff introduce new language as they label the different birds. As children show more interest, they talk about different animals. Children recall how an 'amphibian' is a type of animal.

This develops children's speech and language skills.Children are calm and play alongside each other well. If a conflict arises, staff quickly intervene to provide children with sensitive support.

However, sometimes this happens too quickly for children. Staff do not always provide enough time to help children to understand how they feel and what the consequences of their actions might be. This does not consistently help children to learn how to manage their own feelings and behaviour.

Children enjoy achieving what they set out to do. Staff regularly praise them and celebrate their achievements. However, occasionally, some staff do not help children to understand how they are learning.

For instance, they do not use opportunities to describe the skills children are practising.Staff regularly share information about children's learning and development. They identify any development concerns and act quickly to provide support.

Children with SEND have individual support plans in place. The special educational needs coordinator (SENCo) has regular meetings with parents and other agencies to ensure that the support they provide meets children's needs.Parents comment on the excellent communication from staff in the setting.

They receive regular newsletters, which include plans for the term and outline what children will be learning. Parents say how they enjoyed attending a parents' evening to hear about their child's progress.The committee and staff are in a period of change.

The chair of the committee acknowledges this and has a clear plan in place for the leadership and management of the setting. The leadership team has regular meetings to share information and help staff to understand their responsibilities. The setting works closely with the local authority and continues to reflect on the areas for development.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nallow children more time to identify how they feel to further develop the skills to manage their own feelings and behaviour help children to better understand how they are learning and the skills they are using, for example by building on the positive praise given.