Partou Worcester Royal Day Nursery & Pre-School

What is it like to attend this early years setting?

Staff are positive and caring towards children while prioritising their safety. This helps children to feel secure at nursery. Parents appreciate the strong relationships that staff build with them to learn about their children. Leaders and staff have recently reflected on the quality of their provision. This helped them to review the curriculum focus to ensure it considers the needs and interests of all children, including those who are in receipt of additional funding. Staff regularly sing and read books to children. They support them to use a range of tools and resources when being creative. Staff swiftly identify children that may need additional support to reduce gaps in their learning. This prepares children well for the next stage in their learning journey.

Staff model respectful relationships as they communicate with each other throughout the day. There are clear and consistent expectations and boundaries for children's behaviour, which emphasises kindness and respect. For example, they encourage children to use good manners. Children listen well to instructions and demonstrate an understanding of routines. This helps them to feel happy and confident as they know what is going to happen next.

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

• Staff state they feel supported and speak positively about the training they receive. They work as a team to ensure the curriculum is ambitious for all children. When children start nursery, staff learn about what they are interested in and where they are in their development from parents and through regular observations. They use this information to plan effectively, which helps all children to make progress in their individual development.
• Staff assess children accurately, which helps them to identify when they need additional support. They work closely in partnership with parents and external agencies to support children with special educational needs and/or disabilities. When children receive additional funding, leaders consider how best to use this to enhance their learning experiences and to help to reduce any gaps in children's knowledge and skills.
• Staff provide opportunities for children to practise their physical skills safely. Children enjoy riding bikes in the garden and confidently navigate the outdoor space. Furniture is well organised to enable younger children to move in different ways. For example, during song time babies like to dance as they pull themselves to standing and cruise along tables. This helps to develop their coordination, as well as promoting an active lifestyle.
• Older children begin to develop their fine motor skills. They explore activities with play dough and use tools, such as scissors, as they get creative with their friends. This helps to strengthen their finger muscles to support with future writing skills.
• Staff describe to children what they are doing during daily routines. For example, they identify and count items of clothing as they dress children when changing their nappy. They ask questions during play to encourage children to express their thoughts. However, at times interactions are not always meaningful as staff do not take the time to fully consider children's responses and attempts at communication.
• Staff praise children for having a go and supporting their friends to meet behavioural expectations. This helps to build on their self-esteem. When children become upset, staff comfort and reassure them. However, staff do not always consider talking with children about their feelings and emotions. This means children are not consistently learning to identify their own feelings or how their actions may impact on others.
• Parents speak highly of the level of care and attention their children receive. Staff share updates to keep parents informed about their children's progress and development. For example, they regularly discuss activities that parents can do at home and inform them about how it supports their child's development. This helps to promote a consistent approach to support children's continued progress.

What the setting must and should do next

The provider should:

• support staff to consistently provide meaningful interactions for children to build on their existing skills and knowledge
• strengthen staff practice to help children to identify their own feelings and how their actions may impact on others' feelings.