Paint Pots Pre School and Nursery

What is it like to attend this early years setting?

Staff welcome the children with open arms, high fives, and a smile. Children eagerly go into the nursery and put their belongings away. Staff have special bonds with their key children and children enjoy their key-person group times. For example, children excitedly visit a quiet area to take part in a rhyming activity with their adult and friends. Children are happy and want to learn. All children are progressing in their development in this warm, safe environment.

Staff have high expectations for behaviour. Children repeat the rules regularly. These are to appreciate, to care, to respect and to have fun. Children ask each other for help, for example with their coats and zips when they find it difficult. Staff support children to form good relationships with each other.

The managers have clear intentions for their ambitious curriculum. There is sequencing from babies up to pre-school. Staff model, repeat and follow children's interest to support their learning and development. For example, children learn about caterpillars and using the story 'The Hungry Caterpillar' to support this. Children know the story well and can even retell it in their play. There is a large focus on children's communication and language skills.

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

• Leaders and managers fully support their staff's well-being. All staff feel extremely happy to be working in this nursery. The managers provide opportunities for staff to further their careers. For example, they can do new qualifications, such as NVQ level 3 in childcare. Staff get a lot of training and must complete parts of this within their induction process. The nursery has many highly qualified and skilled staff who are implementing the curriculum to a good standard.
• Communication and language development is strong across the whole nursery. The staff give children new rich language. They read stories and join in with music sessions. For example, all children join in with a music programme, which they all enjoy. Children actively join in and show great excitement. Staff model language and use Makaton regularly to help children communicate.
• There are inconsistencies in the arrangements to promote children's independence. Staff provide some opportunities for children to complete tasks independently, such as serving their lunches and choosing snacks. However, there are times when staff do not fully consider how to give children the opportunities or the resources to try things for themselves and to succeed on their own. As a result, children are too reliant on their adults.
• Staff give children lots of chances to extend their physical development. Children have access to multiple outdoor areas. These areas allow for children to move in different ways, grow plants and enjoy sensory play. Indoors, children have access to activities to support early writing skills. For example, children do activities, such as play dough, threading, and drawing. Children are developing good coordination and control.
• Staff support children with special educational needs and/or disabilities (SEND). The manager and special educational needs coordinator have qualifications in this area. Staff seeks support from relevant agencies to help children and their families. Children with SEND and English as an additional language make good progress in their development. Staff display photos of families from all round the world and discuss different countries that children come from. This supports children to learn about the backgrounds and lives of others, and to recognise and respect the similarities and differences between themselves and other people.
• Staff know exactly where the children are in the learning and what they need to learn next. They give parents regular observations on their child's development and set them challenges to do at home. For example, they encourage parents of the babies to sing action songs such as 'Head, Shoulder, Knees and Toes' to help children learn their body parts and further extend early language. Staff also complete and share the two-year progress checks with the parents, as required.
• Parents partnerships are strong. There is great two-way communication. Parents say their children are thriving, especially in confidence. Parents also praise the nursery staff for their dedication to ensuring all children's needs are met. For example, children with medical conditions and allergies are all catered for well. Parents thank staff for ensuring smooth transitions from room to room and to school.

What the setting must and should do next

The provider should:

• support staff to recognise, and make better use of, opportunities to help children develop their independence skills.