Partou Alexandra Day Nursery & Pre-School

What is it like to attend this early years setting?

Leaders have a very good understanding of the local community and the needs of families who live and work in the area. Staff know the importance of building relationships with children and their families. For example, they seek information from parents about their children's interests and development and promptly respond to children's needs. This helps children to feel safe and settle quickly. Children are keen to share what they are doing and who their friends are.

Children benefit from a curriculum that is focused on their individual needs and interests, including those who are in receipt of additional funding. For example, leaders continually reflect on the outdoor provision while thinking about children who do not have a garden at home. Staff remind children about the rules and boundaries at nursery. In addition, they encourage children to develop their independence from a young age. Staff facilitate and support babies to wash their hands before meals, and older children show pride as they wash their hands after toileting without prompt.

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

• Leaders are passionate about environmental sustainability. The nursery recycles and reuses packaging in play, and staff teach children about the positive impact of this on the environment. Children enjoy using loose parts as they get creative. This helps to support children's fine motor skills as they build their hand muscles to prepare for early writing.
• Regular observations and assessments mean staff know children well. They confidently talk about what children know and can do. Staff have a clear understanding of what children need to learn next, which helps children to make good progress in their development.
• Staff communicate well with children to encourage their language development. For example, they introduce new words as they describe to babies what they are doing, and extend older children's vocabulary as they include the language of size. Staff praise children when they have a go. However, noise levels in some rooms are high and staff and children cannot always hear each other, which at times interrupts learning.
• The environment is well planned to support babies to take risks safely as they practise a range of physical skills, such as crawling along and pulling themselves up on furniture. Staff encourage babies to walk up steps and manoeuvre their bodies to come down the slide. Babies feel a sense of achievement as they manage to climb independently.
• Funding is used effectively to enhance children's experiences in all areas of development outdoors. For example, some children explore and practise physical skills as they use a hula hoop or run around obstacles as they go on 'a bear hunt', and others look at the book with their friends. This means children can not only develop their gross motor skills but build relationships and their love of books as well.
• Staff are vigilant, which helps to keep children safe and maintain high levels of hygiene. For example, staff notice when children leave the table when eating, remove food that has been dropped on the floor and remind children not to sit on furniture. However, staff do not always explain to children the possible consequences of these actions to support older children to manage risks for themselves.
• Parents praise the nursery and comment on how staff regularly share how their child is progressing in their development. However, staff are not always clear on what parents can do at home to ensure continuity in children's learning.
• Staff share how leaders support them. They comment on how they feel valued and that they feel confident to approach leaders to express where they would like further support professionally. Following training, they attend staff meetings to reflect on the curriculum and discuss best practice.

What the setting must and should do next

The provider should:

• consider the impact of noise levels on children's learning
• strengthen teaching to include supporting older children to understand the possible risks and consequences of their actions
• continue to build on partnerships with parents by sharing clear information on how they can support with their children's learning at home.