Play 'n' Learn Nursery

What is it like to attend this early years setting?

The leaders' curriculum identifies precise development milestones to support children's emotional security from babies to preschool Leaders give consideration to children who are new to the setting and their learning needs. Staff are flexible in their approach to transitioning children to the next room and ensure that children are emotionally secure in one room before the next move. They use strategies, such as creating personal spaces to help new children to feel comfortable and settled to enable them to gradually build their confidence up to explore the rest of the room. Children build close bonds with the staff and are content in their care.

Staff have key strategies in place to support children to manage their feelings and behaviour. This includes helping children to communicate with their friends when they are not happy through a visual hand sign for 'stop'. Children behave well and understand the expectations. They gain developmentally appropriate social skills. For example, babies are curious about what children and adults in the room are doing. Older children are especially interested in social play. They form close friendships with children with whom they explore their play ideas throughout the day. For example, they design their own games while playing outdoors, such as hide and seek.

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

• Although there have been recent changes in management who are covering for absences, leaders work closely as a team to ensure continuity to sustain the progress made since the last inspection. This remains a top priority for the whole staff team. Leaders' self-evaluation is effective and accurate in identifying strengths and areas for development. A strategic plan to further continue to make improvements is in place. Leaders monitor staff practise and children's progress and use this information to inform their management decisions.
• Leaders provide staff with regular training to extend their child development knowledge. Recent training has supported staff with managing children's behaviour and outdoor learning. Due to the high number of children who speak English as an additional language, staff have received training that specifically supports dual language development.
• Leaders and staff work closely with parents to gain and in-depth understanding of each child and support continuity for children's care and development. For example, staff share information with parents about the sign language they are using with the children. Parents are happy with the service provided and appreciate the opportunities to go into the setting and speak with their child's key person.
• An effective key person system is in place and staff have an in-depth understanding of each child. Staff complete frequent observations of children and use this information to inform their assessment. The assessment is well used to contribute to children's two-year-old progress checks. Leaders and staff use assessment information to ensure that early intervention is accessed should children need additional support. This helps all children to progress well. However, staff working with older children do not use this information as well as possible to plan learning experiences that help each child to make the best possible progress.
• Overall, the learning environment provides children with valuable learning experiences that motivate children to play and learn. From babies to pre-school, children make confident choices about the resources they will use to shape their own play experiences. Toddlers enjoy the rich varieties of play experiences that support their learning well across the seven areas of learning. This includes authentic role play experiences and activities that support children's understanding of the world through resources that light up. However, leaders and staff do not make full use of the physical environment at the setting to ensure that children's learning and engagement is always maximised.
• Communication and language provision is strong. The curriculum design and implementation is differentiated across the nursery to ensure each child can be supported according to their stage of development and language needs. Staff consistently use a variety of strategies including visual aids on their lanyards and sign language. For example, to support children's understanding of the daily routines staff use picture cards to show children what will be happening next, such as snack time and outdoor play.
• Staff plan activities that help children to develop their understanding about people and their communities. This includes learning about some key religious times, such as Ramadan. Children engage in activities that help them to make links with their experiences at home and also to learn about the different ways their friends celebrate. The learning environment in the toddler room fosters children's cultural appreciation well.

What the setting must and should do next

The provider should:

• refine the planning and teaching in the pre-school room to provide additional challenge for all children
• make full use of all learning areas to further support the development needs and engagement of all children.