Play Station Nursery @ Filton Ltd

What is it like to attend this early years setting?

Children arrive eager and keen to play. Leaders and staff take time to welcome children and their families. Staff know that some children like to settle with a story as their parents leave, whereas others are keen to find their friends.

The nursery environment is inviting. Staff set out resources, and children can make their own choices about what they would like to play with. Children make friendships and understand how they can work together during their play. They help each other move stones as they search together for spiders in the garden. Older children negotiate space and use coordination as they roll the large tyres to each other using the hill in the garden to create speed.

Leaders and staff have been developing their curriculum by focusing on the different areas of learning. They use their knowledge of children's development and focus on what children need to learn next. Staff consider children's past experiences and aim to offer children a wide range of experiences. They use additional funding well so that all children have the same opportunities. For instance, children go on outings to parks, and they get to go swimming. Staff support children to learn to follow the rules and boundaries in place. They refer to the picture rules, which are on display, to help children remember what is expected of them at nursery. Children confidently use sand timers as they learn to share resources with their peers.

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

• Since the last inspection, leaders and staff have worked very hard to raise the quality of the service they provide. They have been using the support of other professionals to help them develop their practices and procedures. Leaders visited other settings to help them reflect on their practice. They have been supporting staff through training. As a team, they have used the previous actions to target their development effectively.
• Leaders and staff take time to speak with parents and to get to know them and their families. They offer support through their partnerships with the children's centre to offer help if parents need it. Parents have access to a swap shop, where they can choose items of different-sized clothing for their children, and they have use of a food bank. Parents say that they are happy with the care that their children receive. They report that staff are friendly and caring towards their children. Partnerships with parents are strong. However, leaders do not ensure that these partnerships are used to give parents more specific information about their children's individual learning needs so that they can support their children's learning at home.
• Staff support children to develop good communication and language skills. For example, staff speak to children, asking open questions, and they allow children time to think and respond appropriately. Children who need extra help to communicate begin to use simple words, and they develop an interest in stories and singing. Children who are learning to speak English as an additional language are confident and often initiate singing the familiar songs that staff teach them. Staff recognise that this is how children learn to develop their language.
• Staff know the children well. They monitor and assess children's progress to help them target children's learning effectively. They use the information they gather to help them to recognise where children may need more focus and support, and they access this from relevant professionals. However, group activities require better organisation to ensure that all children can participate and learn from the experiences that staff provide.
• Staff use creative ways to encourage children to prepare for key events. For example, they display photos and information about the schools that children are going to be attending. Children and staff use the photos to talk about which schools they are going to and which of their friends will be going to school with them. This supports children to feel secure about the forthcoming transition to school.
• Staff talk to children about their behaviour and how it makes their peers feel if they take toys from them. Overall, children are kind and behave well. However, some children need more support with managing their feelings and emotions, particularly when they get frustrated. Some children scream and shout instead of telling staff why they are cross or upset.

What the setting must and should do next

The provider should:

• provide parents with more specific information about what their children are learning and ways in which they can support their child's learning at home, to help children make even better progress
• develop the way in which group activities are planned to ensure that all children are fully engaged and benefit from the learning opportunities provided
• provide more targeted support to help children learn to manage their feelings and emotions appropriately.