Play Days Day Nursery

What is it like to attend this early years setting?

Children delight in being in this nurturing and exceptionally well-resourced nursery. Staff use children's names as they welcome them with a cheery 'good morning'. Babies excitedly reach out their arms, eager to be with their key person. Staff know children's interests very well. They ensure that specific resources are available for children from the moment they arrive. This shows children that they are valued and supports their emotional development.

Children demonstrate a can-do attitude to their learning and a determination to succeed. For example, older children need to negotiate an incline while riding a bicycle. They work out that they have to stand up and shuffle forward as they grip the bicycle seat with their legs. The look of concentration on children's faces when they achieve their goal is a pleasure to see. Toddlers show high levels of resilience as they navigate different levels. Their faces show absolute focus as they work out how to turn around and go down the steps backwards.

Children behave very well. Older children willingly welcome other children into their play. They happily share resources and ensure that everyone has sufficient space to move. Babies sit together, inquisitively exploring toys which they pass to each other. Children show respect for their environment. They willingly help to tidy, ensuring that resources are put away correctly.

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

• All staff know to speak to children slowly and give them time to respond. They get down to children's level and look at children as they talk to them. Babies smile and giggle as staff respond to the sounds that they make. Staff support children's vocabulary development as they link words to movements. For example, as children draw circles, staff describe children's movements as going 'round and round'.
• Staff foster children's love of books across the nursery. They sit with babies as they look at pictures in books, helping babies to turn the pages. Older children confidently take books to staff, knowing they will be read. This supports children's emotional well-being as they understand that staff are willing to meet their individual needs.
• Children with special educational needs and/or disabilities are supported exceptionally well. The management team and staff work closely with parents and other professionals to ensure that children get the required levels of support they need. They attend regular meetings to develop individual education plans. These are used effectively for planning children's learning and reviewing their development.
• The development of children's self-care and independence skills are a key feature of the nursery. Older children know to wash their hands before eating and after using the toilet. They rub soap and water onto their fingers and make sure they dry their hands properly. Staff encourage younger children to do this for themselves. They remind children to 'rub, rub, rub the germs away'.
• Staff are resourceful in the ways in which they encourage children to learn about diversity. For example, they invite parents into the nursery. Parents bring clothing and musical instruments to help children to learn about a wide variety of cultural events.
• Staff provide children with opportunities to access their immediate environment. For example, staff plan baking activities. They encourage children to write their own shopping lists and take children to the local shops to buy their ingredients. This enables children to learn about developing relationships as they meet a variety of different people.
• Parents are very complimentary about the service that the nursery provides. They remark on the friendliness, support and caring nature of the staff team. Parents appreciate the flexibility of the nursery in helping them to meet the challenges of their working lives.
• The management team and staff understand the need to constantly reflect on the provision to further support children's learning and development. For example, changes to the indoor environment mean that all children have access to a designated, large physical play area. This extends the opportunities children have in their outdoor environment.
• Children across the nursery have a wide range of activities to choose from as they play. However, at times, the attention of staff can be taken by more confident or demanding children. This means that children who are quiet or less confident to join in are not consistently encouraged to fully engage with the activities.
• The use of mathematical language is not consistent across the nursery. This means that children are not helped to develop a deep understanding of mathematics, particularly of numbers and counting.

What the setting must and should do next

The provider should:

• review staff's practice to ensure that all children engage fully in the experiences offered
• support staff to develop consistency in supporting children's mathematical development, in particular children's understanding of numbers and counting.