Pennywell Early Years Centre

What is it like to attend this early years setting?

Children thrive in this incredibly caring nursery. Staff are knowledgeable and dedicated to providing a secure environment in which children can learn and develop. Parents support this view. They comment that staff 'Go above and beyond' to support their children and the wider family. Children have an excellent relationship with staff. Babies greet their friends with cuddles when they arrive. They enjoy sitting on staff's knees for cuddles. Older children are given the time and space to get to know staff and their surroundings. They form strong attachments with their key person. This is evident when children start to watch activities and gradually move to the play dough, safe in the knowledge that their key person is just behind them.

Children demonstrate exceptionally high levels of engagement for their age. This is demonstrated when two-year-old children concentrate intently as they learn how to use scissors. Expert support helps children to perfect their skills. For example, although children struggle to cut paper, staff adapt the activity effectively and children learn to hold the scissors to cut other items, such as stalks on plants. Staff help them to learn how to hold the scissors safely. Children learn that if they hold them close to their body or point the scissors up they may cut themselves.

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

• The manager and staff help parents to support children's good health. For example, staff give out clear messages about healthy eating at home and in the setting. Dentists visit the nursery during family activity days and give advice to children and parents about dental health. This well-thought-out approach has led to a significant increase in the number of children who are registered with a dentist by the age of two.
• Staff interactions with children are of an exceptionally high quality. Staff working with older children ask thought-provoking questions to encourage them to express their thoughts and ideas. Staff working with younger children focus on teaching children key vocabulary. This is evident as staff models words, such as 'crash' and 'down' with babies. This helps children make rapid progress in their communication.
• The curriculum is extremely well thought out. The curriculum intent is clear through the wealth of stimulating activities staff provide. For example, staff focus specifically on developing children's physical skills. Two-year-old children thoroughly enjoy sweeping the bubbly water on the ground, helping to develop their physical skills in preparation for early writing.
• Children develop a strong understanding of behavioural expectations. All children are polite and well mannered. Older children learn the impact of their behaviour on others. They demonstrate excellent self-control. When issues do occur, staff help children to understand how other's feel and how they can make them happy.
• The nursery gives children an incredibly rich experience beyond their everyday life. They work with the local authority to help parents access things in the wider community. Since the pandemic, the nursery have re-created the beach and woods in the garden, so that they can continue to provide experiences for children that they would not normally have. They develop a strong respect for cultures beyond their own as they take part in meaningful celebrations.
• Children with special educational needs and/or disabilities are exceptionally well supported. Staff swiftly identify any areas where children need support. They have a clear targeted approach in place to monitor the progress children make and to get further support if necessary. Funding is used effectively, for example, to provide additional staff to support children's needs further. Staff have a wealth of knowledge on a range of interventions to support children's communication and social skills. This helps children to make excellent progress in relation to their starting points.
• There is an excellent relationship with parents. Staff speak to parents at the beginning and end of each session and give them detailed information about their child's day. Parents enjoy visiting the nursery as part of a family project. They find out how they can help their children at home. They get tips on supporting children's physical development, behaviour or their mathematics. They say the consistent information sharing helps them to follow examples from nursery and support children further.
• Staff have access to targeted professional development. For example, staff working with older children have recently had training for helping children to manage anxiety. They have reflected on their practice as a result of this. Staff also have access to a well-resourced training room to strengthen their knowledge and understanding even further. Staff share this exemplary practice with other staff in the local community.