Play Days Nursery Limited

What is it like to attend this early years setting?

As children arrive at this calm and inviting nursery, they receive a warm and positive welcome from the staff. Babies enjoy cuddles with familiar staff and reward other adults with a cheery smile. Older children are greeted by their friends and they eagerly join in play as they say 'Come and look at this' and lead them to activities. As a result, their emotional well-being is supported, and children feel safe and secure.

Children have regular opportunities to exercise and be active. They climb and manoeuvre using a range of movable climbing and construction materials in the garden. Children experience the different types of weather in the outdoor environment. They excitedly shout, 'The wind is so strong, it's going to blow the house down'. They hold out their arms to test if the wind is going to blow them over. Children show a can-do attitude. They confidently problem solve and carefully unscrew lids off jars to fill them up with flour. Children's behaviour is exemplary as they play harmoniously together and understand the need to share and take turns. Children are highly caring and respectful. They offer to help their friends pick up stones and respond 'Thank you for being a kind friend.' They know that when they feel sad they can 'breathe deeply', 'eat well' and 'share a smile' to help each other. Children are highly motivated and engaged during their time at the nursery.

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

• An effective key-person system is in place. Staff identify what they want children to learn, based on their observations of children's achievements and good knowledge of each child. They plan based on children's interests and their experiences from home. This helps them to provide personalised settling-in procedures to ensure that all children settle quickly and are ready to learn.
• All staff receive support to continually develop their professional skills and knowledge. They benefit from a range of training opportunities and receive regular supervisions. Staff comment that they are well supported by the management team and that their well-being is highly considered. Staff morale is high and most of the staff have worked at the nursery for many years.
• Staff encourage children to have a love of books throughout the nursery. They plan the vocabulary they would like children to learn and develop from a range of books, rhymes and songs. However, staff do not always consider how they can encourage children to use the new vocabulary in different contexts.
• Following the COVID-19 pandemic, staff have reflected on what gaps children have in their learning. Staff support children expertly well to develop their social skills through small group activities. They have weekly sessions with an outside provider to further develop the children's resilience and self-regulation through song, rhyme and activities that promote team working. As a result, children are sociable, kind, considerate and persevere when things are hard.
• The manager and staff maintain effective partnerships with parents. Parents report about the quality of education and care that the nursery provides, particularly in relation to settling children, supporting those with additional needs and the progress their children make. They comment that they felt fully supported during the COVID-19 pandemic and benefitted from frequent contact and activity ideas they received. They are happy with the information they receive about their children's care and progress in learning.
• Staff support children with special educational needs and/or disabilities well. They access specific training to continually develop their professional skills and improve their practice. The leadership team liaise closely with other professionals, such as specialist teachers. They share ideas and strategies to help children make progress.
• Children practise their independence skills frequently and grow in confidence. For example, staff actively encourage them to put on their own coats and shoes and go to the toilet themselves. They serve their own meals and help themselves to more if they finish. This promotes children's self-esteem and perseverance.

What the setting must and should do next

The provider should:

• increase opportunities for children to use newly acquired vocabulary.