Play & Learn Nursery And Pre - School

What is it like to attend this early years setting?

Staff greet children warmly when they arrive at the nursery. Children confidently say goodbye to their parents. They put their name on the board to show they are present and then change their shoes and hang up their coats and bags. Children are invited to join staff to sing a welcome song together. Staff ensure that all children are named, and they stand up while their friends sing to them. This helps children to feel a sense of belonging. Children are kind and helpful towards their friends and staff. For example, when a child struggles with the zip on their coat, another child offers to help. They persevere and try to work out how to fasten the tricky zip together.

The curriculum is planned to support children to make progress in all areas of learning as they move through the rooms in the nursery. Staff confidently describe how they prepare children for the next stage in learning while also incorporating individual children's interests. They further support children who speak English as an additional language by asking parents for key words from their home language. They use these words with children to support their understanding and help them to engage in activities fully.

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

• Children learn how to carry out tasks for themselves, and staff have high expectations for their independence. For example, children demonstrate that they have been taught how to put on their coats by themselves. They put their hats and gloves in the sleeve of their coat so they do not lose them.
• A passion for books and reading is nurtured in children. They are keen to select books to read on their own and with friends. A group of children snuggle up on cushions as a member of staff reads 'Goldilocks and the Three Bears' after lunch. They chat excitedly about why Goldilocks went into the house and imagine what they would do if they met her.
• Staff repeat back the sounds and words younger children say, which helps them to develop early conversation skills. They model the correct pronunciation of words with older children. Staff ask lots of questions. However, at times, these questions only require a single-word answer. This limits the opportunities for children to speak in longer sentences or further develop their thinking skills.
• Staff support children's mathematical language. For example, they place scales in the large activity tray and encourage children to scoop coloured rice into each side to try to make the scales balance. They count how many scoops they are putting in and talk about which side of the scale has more and less rice. They work together to address the challenge of making the scales balance.
• Children's physical development is supported, both indoors and outdoors. Children in the baby room confidently move around the space, using the furniture to support them with their developing walking skills.
• Pre-school children line up to wash their hands for snack. They wait patiently for their turn, and staff oversee this routine to make sure all hands are clean before they eat. Children use a serving spoon to put their fruit choices onto their own chopping board. Even the youngest children try to serve their fruit using a large plastic spoon. Staff support them to hold the spoon correctly and to scoop out the fruit they want and put it in their bowl.
• Parents report that they are very happy with the care and education the nursery gives their children. They feel that communication is good and appreciate the ideas that are shared to help them to support their children at home. They feel that the nursery prepares children, so they are ready to move on to school.
• The manager and staff work in partnership with the local authority to continue to improve practice. Staff are happy working at the nursery and comment that the manager is supportive and encouraging. They receive regular supervision meetings with the manager and access training opportunities.

What the setting must and should do next

The provider should:

• support staff to expand their questioning skills further to ensure they encourage children to answer in longer sentences rather than in single words.