Pier Lodge Day Nursery

What is it like to attend this early years setting?

Children and parents are warmly welcomed into the nursery. They are greeted by happy, attentive and nurturing staff who are genuinely pleased to see the children. Children leave their parents with ease and show an eagerness to investigate activities provided. The curriculum is planned around the children's individual interests. Staff are skilful in their use of responsive planning. For example, children arrive excited and keen to talk about cars. Staff provide them with road maps and garages to continue their interest. Conversation takes place around transport and children paint the wheels of cars to make tracks on paper.

Children make good progress in their speech and language. They talk enthusiastically and recall what they have previously learned as they discuss the nursery 'garden club'. Children speak with confidence to visitors to the nursery about the flowers they grow. They learn about the environment and the importance of caring for bugs and insects. Planned trips to the local woodland and beach enhance their learning about the natural world. Children relish their time outdoors. They learn how to take safe risks, supported by staff, as they build obstacle courses. Children's behaviour is good. They work well in teams, listen intently and follow instructions. Staff are good role models and speak to the children with respect.

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

• The manager and her deputy are committed to provide children with high-quality care and education. The manager, supported by the owners, has a clear vision of how to provide good outcomes for children and plan opportunities to develop the skills children need for successful future learning. Staff speak highly of the manager and say that they feel valued and fully supported. The management and staff team have worked hard to ensure that there have been significant improvements since the last inspection. Morale is good and staff feel supported in their own professional development.
• Children's emotional well-being is a priority. The manager ensures the nursery ethos of 'nurture, care and prepare' is securely embedded throughout the nursery day. Children learn in an inclusive environment. There is an emphasis on teaching children skills they need to prepare for the transition to school. For example, children confidently take care of their personal needs, pour drinks with precision, and make choices. They are confident speakers and ask lots of questions.
• Parents speak very positively about the nursery. The manager and her team invest time in getting to know the children and their families. This is very evident in parents' comments as partnerships with parents are very well established. Parents say they feel fully supported by the welcoming, attentive and professional staff. They express their gratitude in the way staff meet children's individual needs. They say their children make good progress.
• Toddlers enjoy sensory play activities. They carefully paint their hands and show amazement as they make prints on paper. Children relish the praise they receive for their efforts. They develop close bonds with their key person. Children approach staff when they need reassurance and cuddles. Staff offer comforters from home to help them settle. Children demonstrate they feel secure in their environment as they move around, exploring activities with interest.
• Children make good progress in their language development, including children who are bilingual or who have English as additional language. Many staff members are bilingual and speak with children in their home language to reassure them and help them settle. Effective strategies are in place to ensure children's speech and language are progressing well.
• The quality of teaching and staff interaction is good. The curriculum is planned around all areas of learning and based on children's interests. However, the curriculum is not consistently challenging and, sometimes, children are unable to build on what they already know and extend their knowledge to a higher level.
• Children are engrossed in their play. However, the organisation of some routines has an impact on children's behaviour. For example, when the group comes together to prepare for activities outdoors or when they wait for meals to arrive, children quickly lose concentration and are easily distracted.

What the setting must and should do next

The provider should:

• plan more opportunities within the curriculum to challenge children's thinking to consistently build on what they already know and can do
• improve the organisation of routines so that children are fully engaged and do not become distracted, particularly at mealtimes and when preparing for outdoor play.