Peekaboo Waterside

What is it like to attend this early years setting?

Staff have worked hard to get to know the children and develop strong attachments with their key children. They know the children well and meet their individual and emotional needs effectively. This has helped leaders create a nursery where children arrive happy and eager to see their friends. Staff greet children with a warm welcome. They show they feel safe and secure as they leave their parents with ease.

Staff have developed an environment that encourages children to access an ambitious curriculum. They use children's interests to drive their learning forward through a range of opportunities. For example, children bring flowers into nursery. Staff build on this and encourage children to paint their own pictures of flowers. Children learn about different artists and details in famous paintings of flowers. They learn to express themselves through early art and the differences that are in the world around them.

Children are eager and enthusiastic. They have the time and space to create their own play as they develop and explore new ideas. Staff frequently step in to support and extend children's learning. Behaviour is good because staff talk to children about the expectations. Babies learn to sit and wait for staff to blow the bubbles for them. Staff model the language of 'my turn' and 'your turn' as they enjoy the activity together. Children learn how to cooperate and interact with others.

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

• The manager's self-evaluation is effective and identifies ongoing improvement for the nursery. Staff access a training programme which continually develops their knowledge and practice. They express that their professional development is an important area of focus for leaders. Staff say they enjoy working at the nursery and feel well supported. The quality of teaching, and learning is improving over time.
• Leaders have carefully considered how they sequence the curriculum as children progress through the nursery. They deliver the curriculum to support children as they move on to the next stage in their learning. Assessments are completed regularly, and staff monitor what children know and can do ready to further build on their learning. Children are making good progress.
• Children enjoy the opportunity to investigate and try new things. However, at times staff interrupt children who are deeply engaged in their play by interacting with them and asking questions. This distracts children rather than extending their learning, and they move on to something else.
• Children with special educational needs and/or disabilities (SEND) are well supported. Concerns around children's developmental progress are swiftly identified and plans put into place to help support development. Close partnership working with the local children centre and professionals has been established. This helps to ensure that children receive the appropriate support. Additional funding is used effectively to best meet children's individual needs. All children, including those with SEND, make good progress.
• Children learn to express their emotions with support from staff. A stomping area has been created in rooms to allow children who feel angry to stamp their feet and vent their frustrations. This allows children the opportunity to express themselves in a safe and appropriate way. Children learn how to understand their own feelings and those of others.
• Staff support children to learn about rules and boundaries within their play. For example, they encourage children to join in with traditional group games. During these activities, children practise important skills as they take turns and follow the rules. Children learn important social skills for the future.
• Leaders understand the importance of ensuring children are supported for their transition on to school. In the final term, the nursery routine is reviewed to introduce new words, such as 'lessons' for children to learn their meaning. Children develop key self-help skills, such as meeting their own personal hygiene needs as well as dressing and undressing. Children are well prepared for the next stage in their education.

What the setting must and should do next

The provider should:

• develop staff teaching practice to consider the characteristics of effective learning, so they can accurately identify when it is appropriate to step in and extend children's play.