Cavendish Playhouse

What is it like to attend this early years setting?

Children arrive happy and ready to learn. Staff greet children warmly and take time to ask them how they are. This helps children to feel safe and secure. Staff know and understand each child individually, which ensures that all activities and next steps in learning are relevant. The daily routine offers extended time for children to focus on their play. Children have free-flow access to the outdoors, which supports their well-being. The curriculum is ambitious for all children. As a result, all children are making good overall progress, including those with special educational needs and/or disabilities (SEND). Staff act as good role models and have high expectations of children's behaviour. Children's achievements and positive behaviour are celebrated by the nursery's 'Going for Gold' system. Children behave well.

Children are independent during their play. For example, they use crates and hoops to create a car and make a birthday cake, using water and flowers in the mud kitchen. During imaginative play, staff support children to problem-solve and develop their social skills. Children have lots of opportunities to jump, run, scoot, climb and manoeuvre equipment. This means that their physical skills are well developed. Staff nurture children so that they are confident to share their thoughts and ideas. Staff organise outings to nearby shops and parks to help children learn about their local community.

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

• Leaders ensure that the curriculum is ambitious, well sequenced and challenging for all children. Staff carefully plan children's next steps for learning. This means that children are able to learn and embed new knowledge and skills. Overall, all children are making good progress in their development.
• Staff have built positive partnerships with local schools, which successfully supports children with their transition to school. The nursery works closely with external agencies to support children with SEND. Staff implement recommended strategies to support learning. These are regularly monitored to ensure that children are making good progress.
• Children are engaged in their play and are able to focus on activities of their choice for long periods. During the day, children are split into small groups for adult-led learning. However, during these times, the activities are not as well implemented as others, and some children do not always remain focused on their learning.
• Staff and children demonstrate good manners. At mealtimes, children volunteer to help lay the table. Children are able to resolve conflicts independently, using their language skills. This creates a calm and respectful environment.
• Children enjoy freshly cooked meals which broaden their experiences with food.
• Staff plan activities involving food and cooking. This provides opportunities for staff and children to talk about healthy foods. The nursery supports children to learn about developing healthy lifestyles through daily routines, such as washing hands regularly and brushing teeth.
• Parents and carers speak positively about the nursery. They describe staff as 'nurturing', 'caring' and 'attentive'. Parents report good partnership working and communication with the nursery. They enjoy attending events such as stay-and-play sessions.
• Staff have regular supervision sessions, which enables leaders to identify and quickly address any weakness in practice.
• Staff report good levels of well-being. This is a priority from the leadership and management team. Staff have the opportunity to develop their career through training and internal promotion. Staff have attained professional early years qualifications while working at the nursery. This contributes to staff happiness and supports retainment.
• All staff attend regular training to keep their knowledge up to date. Children's safety and well-being are a priority for leaders and staff. Staff carry out regular risk assessments of the nursery and for outings. There are regular headcounts, and leaders ensure that staff are deployed appropriately to promote children's individual needs.
• Children enjoy reading books and singing songs. Staff ask open-ended questions and encourage conversations during play. All children make good progress in their communication and language development. Staff teach children phonics and writing skills. This means that children are able to recognise and recall sounds and can write their name.

What the setting must and should do next

The provider should:

• consider the organisation of group times to enable all children to remain focused in their learning.