Phoenix Day Nurseries UK Limited

What is it like to attend this early years setting?

Children are happy in this homely and welcoming nursery. Staff have provided an environment that creates interesting learning opportunities for children. Staff adapt activities so every child can explore and learn. The indoor and outdoor areas have been developed well by leaders and staff to ensure that children have chances to practise skills within all areas of the curriculum. For example, the introduction of a climbing tower outside, to give children the opportunity to engage in risky play.

Leaders have carefully considered the placement of resources in the space provided. For instance, they have recently introduced a viewing platform in the upstairs room, so that children can look out onto the trees. Children have lots of opportunities to explore nature and the wider world. They develop their understanding of their senses, as they explore the seasonal changes and observe the wildlife.

Staff guide children to be curious and positive learners. They celebrate children's achievements, and children know they are valued. Children demonstrate positive attitudes to learning and happily try out the activities on offer, such as filling and pouring in the sand and making painted creations with their friends. Staff have provided an exciting and motivating learning environment for all ages and stages of development. This helps children to engage in play and behave well.

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

• Leaders have created a balanced curriculum that sparks children's thirst for learning. Staff know and understand the planned next steps for children's learning. They use information gathered from observation and assessment to ensure that any gaps in learning are identified early. Staff work alongside parents to support children's individual targets, including for those children who have an identified special educational need and/or disability.
• Children form close bonds with the staff, who know them well. For example, babies snuggle in happily with staff and enjoy simple interactions in their play. Staff speak clearly to babies to help their understanding and emerging speech. Babies are supported to crawl and 'cruise' around furniture. They are encouraged in their attempts to make their first steps.
• Staff in the toddler room have a clear focus on helping children to learn to be independent and develop their self-care skills. For instance, toddlers learn to wash their hands before their lunch. Children are kind to their friends as they learn to share and take turns. They are keen to join in, knowing that a member of staff is close by if they need help.
• Older children in the pre-school room, have high levels of engagement in their play. Staff have provided a learning environment that enables them to make their own choices and they play with their peers for extended periods of time. Staff encourage children to have positive attitudes towards their learning.
• For the most part, the support for children's language is a strong focus of the curriculum. Staff interact well with children to promote this important part of their development. However, on occasions, the noise levels in the room rise, making it more difficult for children to concentrate and listen to the staff. This means children do not fully benefit from intended learning.
• Staff generally support children well throughout the day. Staff generally support children well throughout the day. However, due to weaknesses in the organisation of some transitional times, not all children receive consistent support and guidance, particularly at mealtimes. Therefore, children are not always clear of what is expected of them.
• Parents speak highly of the setting. They say their children are thriving and comment positively about the support for their children's learning inside and outside of the setting. Staff provide daily feedback and parents enjoy the provision of ideas and advice, so that they can support their child's learning at home.
• Leaders have been extremely reflective of their recent practice and are committed to maintaining the high-quality childcare provided. Staff have access to training and professional development opportunities, and they benefit from regular individual and team meetings. This helps staff to build on their knowledge and skills.

What the setting must and should do next

The provider should:

• support staff to reduce noise levels in rooms so that children can concentrate fully on their learning
• review and improve the organisation of some daily transitions so that children receive consistent support with understanding behavioural expectations.