Partou Roundhay Day Nursery & Pre-School

What is it like to attend this early years setting?

Children are warmly welcomed when they arrive at nursery. Those children who are new to the nursery, or moving to a different room, receive plenty of support. This includes several settling-in visits and opportunities to spend time with their key person. As a result, children demonstrate that they feel secure in their new environment. Where they do become unsettled, there is always a member of staff available to offer a cuddle. Children form warm bonds with staff. Parents remark on how well staff know their children.

Children choose from a wide variety of interesting activities, indoors and outdoors. The resources are all easy for children to access. This helps to promote children's independence. For example, babies are encouraged to pull themselves up to explore what has been put out on low-level tables. Staff skilfully introduce many different areas of learning as children play. Children develop the skills they need to prepare them for learning to write as they mark make on chalkboards. They count blocks as they construct towers. The vocabulary of shape and size is introduced as children roll and cut play dough. Children also show a love of stories and rhymes. They are delighted when it is their turn to choose their favourite song. Even the youngest children enthusiastically join in with the actions. These activities help children to develop a love of learning.

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

• Staff use children's curiosity to plan a varied and stimulating programme of learning. They know children extremely well. Staff can confidently describe children's stage of development and their interests. This helps them to set up learning opportunities designed to help individual children make progress.
• Staff understand their role in supporting children's learning. They join children in their play, introducing new vocabulary to younger children and encouraging older children to solve problems. Toddlers confidently follow instructions as they make cups of tea in the role-play area. Two-year-old children are asked what they need to do to make the play dough they are mixing less runny. However, there are times when children's learning is not as purposeful. Staff do not always invite or encourage some of the quieter children to join with others in their play or group time.
• The outdoor play area provides children with daily opportunities to develop their physical skills. They confidently negotiate obstacles as they ride on balance bicycles and tricycles. They practise kicking and throwing balls. Staff use these activities to help to remind children to take turns. Children are praised when they help their friends and share resources.
• There is a focus in each room on helping children to develop the skills they need before they move on to the next stage in their learning. When it is time to go outside, children are supported effectively to put on warm clothes. The youngest children are encouraged to feed themselves. Toddlers learn how to pour their own water. In the pre-school room, children serve their own food. They also practise cutting fruit and vegetables. Staff liaise with local schools to ensure that they share the information that teachers need when children start school.
• Children enjoy interesting and healthy snacks and meals. Children with special dietary needs are catered for effectively. Younger children are helped to wash their hands appropriately. However, older children are not always reminded to wash their hands after using the toilet independently. Furthermore, staff do not consistently wash their hands after wiping children's noses. This does not consistently promote children's good health.
• Partnerships with parents are highly effective. Parents receive daily feedback on their child's learning and development. They are also invited to attend regular parents' evenings to discuss their child's progress and the next steps for their learning. Parents welcome advice from staff about matters such as toilet training and healthy eating.
• The new manager has a clear vision for the nursery. She is already building on the existing good practice and identifying areas for development. She places considerable emphasis on supporting staff well-being. As a result, staff feel valued. There is a comprehensive programme of staff training, as well as arrangements for peer observations and staff supervision.

What the setting must and should do next

The provider should:

• consider how to engage quieter children even more in purposeful play and learning, during group times and in their free play
• strengthen good hygiene practices even more to further promote children's good health.