Paint Pots Preschool & Nursery

What is it like to attend this early years setting?

Children come in happily. They are eager to see the warm and caring staff. Children have strong attachments to their key person. Staff have high expectations for all children. This includes children with special educational needs and/or disabilities (SEND). Children behave well and they understand the rules and boundaries. Children learn independence skills throughout their time at nursery. Staff build on this as children get older. For example, younger children try to put their feet in their shoes, whereas older children put their shoes on without additional support.

Children make good progress in their learning and development. They are curious and motivated to learn. Children develop their interests further through practical activities. For instance, children learn about different types of creatures through the nursery's pets. Children look after tadpoles, snails and stick insects. They keenly notice the differences as the tadpoles develop. Children take pride in their environment and having responsibility for small jobs. For example, children lay the table for their peers at lunchtime. Children's language skills are highly supported. They sing nursery rhymes all throughout the day, often spontaneously. Children look at books and listen keenly when staff read them stories.

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

• The provider's ethos of 'love, laughter, learning' shines through. The manager is passionate and dedicated to improving outcomes for children. She is highly driven in supporting children and their families.
• The manager creates an ambitious and sequential curriculum that meets the needs of all children. She works with families to make sure that she provides children with experiences that they might not otherwise have. For example, she ensures that children spend a lot of time outdoors while at nursery.
• Partnerships with parents are excellent. Parents are highly complimentary of the nursery. They talk highly of the support that they receive from staff. Parents comment on the 'big family feeling' they get from staff. They receive home-learning ideas through a regular book library. Children very much enjoy taking books home to read with their families.
• Staff well-being is highly valued and is a high priority for the manager. She ensures that all staff feel well supported. The manager has a very effective open-door policy, which means staff feel able to raise any concerns they may have.
• Children with SEND make very good progress. There is a strong support system in place. The manager acts as an advocate for them and their families. This results in effective support from outside agencies being put in place as quickly as possible.
• Children learn about each other's cultures as they celebrate together. For example, they learn about Ramadan and Eid from those celebrating the festival. Children enjoy trying on traditional clothing from around the world. They excitedly call themselves 'princesses'.
• Children who speak English as an additional language make excellent progress. They feel comfortable using their home languages with each other and staff. Staff provide targeted small-group activities to develop their language skills. Children eagerly take part in these activities. For example, children learn to count in English using simple games.
• Staff demonstrate their strong teaching skills through well-thought-out adult-led activities. They base the activities on what children already know and what they want children to learn next. Children are highly engaged during these activities. However, at times, during free-flow play, staff are unsure of what they want children to learn. They do not consistently build effectively on children's knowledge and introduce children to new concepts when following the children's lead.
• Children learn resilience from an early age. Staff skilfully support very young children as they learn to persist when they encounter difficulties, such as when they learn to walk. Very young children beam with pride when they succeed.
• Children who receive additional funding make good progress. The manager uses the additional funding thoughtfully to meet children's individual needs. For example, the manager purchases light-up sensory toys to help develop children's attention skills.

What the setting must and should do next

The provider should:

• enhance the good quality of teaching even further, considering ways to strengthen the curriculum intent during child-initiated play.