Partou Playdays Day Nursery & Pre-School

What is it like to attend this early years setting?

Children are happy and settled at this nurturing setting. Staff are good role models and provide children with clear expectations for their behaviour. Children know what is expected of them and they behave well. They are kind and courteous towards others. Staff teach children exceptionally well about the world around them. Children relish learning about different festivals and celebrations. They talk about what makes them unique and are proud of where they come from. Children are well-rounded individuals who have a developing understanding of what life is like in modern Britain.

Staff provide children with a broad curriculum, which keeps them interested and motivated to learn. For example, children beam with delight while building dens outside. They excitedly talk about taking part in swimming lessons and demonstrate to one another how to explore the sound of musical instruments. Staff support children's individuality exceptionally well. They encourage children to be creative and to express their feelings through dance, art and imaginative play. Older children are immersed in deep imagination as they travel to a 'superhero magical land' while playing outside. Babies are fascinated while exploring their senses during water play. They giggle with delight while looking at their reflections in low-level mirrors. Staff support children to become independent from a young age. They help children to develop their own self-care skills. Children put on their own coats and help to tidy toys away. They develop good skills in readiness for their eventual move on to school.

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

• The setting has designed an ambitious curriculum for children. It has determined the knowledge that children should learn and the order that this should happen. For example, babies develop good upper body strength while taking part in yoga sessions. This helps to build their core muscle strength in readiness for walking. Children make good progress and get off to a flying start in their early education.
• The setting reflects on ways to continually improve outcomes for children and their families. For example, following on from a notifiable incident, the setting has taken prompt action to implement new security measures. Risk assessments have been updated and staff have been trained to understand these new procedures.
• Overall, staff receive the relevant guidance during supervision sessions and appraisal meetings. They attend mandatory training and keep up to date with changes in policy and legislation. However, the current arrangements for staff's coaching and supervision are not as robust as they could be. This means that some staff are not clear on how they can improve their practice to help to raise the quality of education.
• The setting effectively supports children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language. Interventions are sourced quickly, and the appropriate support is put into place. Gaps in learning close and children make good progress.
• The setting places a sharp focus on promoting children's love of reading. Staff read to children with animation and bring stories to life. Children relish visiting the local library and take books home to share with their parents and carers. They snuggle up with their friends while looking at books and discuss their favourite characters.
• The setting has not considered the best ways to organise some group-time activities. For example, children are expected to sit for prolonged periods of time during adult-led learning. This means that some children lose interest in their learning.
• Staff support children's personal, social and emotional development well. They teach children that it is okay to experience different emotions. Children are confident to talk about their feelings. They learn techniques to help them to manage their own behaviour. Children behave well and know what is expected of them.
• The setting gives staff's well-being high priority. Staff's workload is managed well, and they feel supported in their roles. Their morale is high, and they stated that working at the setting is 'like being part of one big family'.
• Staff support children's large-muscle skills effectively. Children enjoy taking part in ring games and assault courses. Children are keen to take on new physical challenges and show excellent physical dexterity during their play.
• Partnership working is strong. Links with external professionals and the local community are good. Parents receive updates about their children's time at the setting. Staff support parents in continuing their children's learning at home. For example, they give parents ideas of activities and games.

What the setting must and should do next

The provider should:

• refine the arrangements for staff's supervision and coaching to help to raise the quality of education
• better organise group-time activities to help to keep children more engaged in their learning.