Play@SouthLeeds

What is it like to attend this early years setting?

Children are happy in this warm and welcoming nursery. They join in with many aspects of the provision and enjoy a broad and balanced curriculum. The indoor and outdoor learning environments are stimulating and provide good opportunities for children to make safe and independent choices. In general, children show enthusiasm and positive attitudes towards their learning. They develop confidence and demonstrate a strong sense of belonging.

Staff are good role models and give children gentle explanations of how they expect them to behave. Children behave well and enjoy the company of others. They play cooperatively, and staff encourage them to share and take turns. For instance, babies bang and shake musical instruments as they explore the sounds, while staff help older babies to take turns and share the instruments. The key-person system is effective. Staff have a good overall knowledge of their individual key children, including their development, care needs and what makes them unique.

Staff complete regular observations of children. They use these to identify promptly any gaps in children's learning and seek early professional help, when needed. Staff have been proactive in identifying the impact on children's learning and development of prolonged absences due to the COVID-19 (coronavirus) pandemic. Consequently, they have a consistent approach to supporting children's learning, and children are catching up quickly.

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

• Partnerships with parents are strong. There is a good two-way flow of communication between home and the setting. Staff find out what children are doing at home and incorporate this into the activities they provide. For example, after visiting a farm at the weekend, babies explore farm animals at nursery. They learn the animal names and what sounds they make. Staff sing songs and use puppets to help babies to develop their communication and language skills.
• Parents speak highly of the homely setting and dedicated staff. They say they are kept informed about what their children are doing during the day through an online application. They are incredibly happy with the progress their children are making.
• Children demonstrate a positive attitude to learning, overall. They concentrate, enjoy activities and are curious to learn new things. They listen intently and respond well to adults. For example, children enjoy listening to stories and confidently fill in missing words and phrases. However, some large-group activities are less well delivered than other learning opportunities. At these times, younger children lose interest quickly and do not become deeply involved in their learning.
• Children are active and have plenty of opportunities to be outside. Staff help children to develop their physical skills well. Babies use nursery equipment to help them to crawl, walk and climb. Older children climb on apparatus, kick balls, and skilfully ride on balance bicycles.
• Staff support children's understanding of mathematical concepts well. Children show good counting and problem-solving skills as they count sea animals in the water. Children's awareness of 'one more' and 'one less' is extended as staff add and take away animals.
• Staff use mealtimes to help children to develop their independence and self-care skills. Children learn about good hygiene practices and the importance of handwashing from a young age. The oldest children are supported extremely well to be as independent as possible. They competently cut up their food and pour their own water independently.
• The manager has an ambitious vision to provide high-quality inclusive care and education to all children. She uses additional funding well. She provides a curriculum that is designed to give all children the knowledge and skills they need to succeed. This includes children with special educational needs and/or disabilities.
• The manager provides ongoing training and supervision for staff, and promptly identifies any weaknesses in practice. However, there is scope for further improvement in helping the less experienced staff to gain an even better understanding of how to support children's learning.

What the setting must and should do next

The provider should:

• ensure large-group activities are planned at the right level for children's age and stage of development
• continue to focus supervision more sharply on helping less experienced staff to develop a better knowledge of how to support children's learning.