Playdays

What is it like to attend this early years setting?

Children arrive at the setting happily and are warmly welcomed by affectionate staff. The staff make significant efforts to ensure children settle comfortably, including conducting home visits before they start. They gather detailed information to build strong bonds with both the children and their families. This helps to promote children's emotional well-being. Children are eagerly engaged in activities tailored to their individual needs and interests from the outset. Staff acknowledge and embrace each child as a unique individual. As a result, all children, including those with special educational needs and/or disabilities (SEND), make consistent progress.

Parents appreciate the experienced, kind, and caring staff. They note that their children are making particularly good progress in language skills, social skills, and behaviour management. Children show they feel safe and secure by confidently speaking with visitors. Staff serve as positive role models, fostering a friendly and interesting environment. For example, children show curiosity as they work together to find mini beasts in the garden. They eagerly use magnifying glasses and match what they find to displayed pictures. Children are cheerful and keen learners. They are often heard spontaneously singing the nursery rhymes they have learnt while they play.

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

• The dedicated and passionate managers have high ambitions for the setting. They continually look at ways to improve on their practice. For instance, they have introduced a parent pack for new parents and a transition pack for parents of children moving on to school. This helps to promote good partnerships.
• The staff have also introduced a wigwam filled with cushions as a calm area. Children learn to regulate their feelings when they decide they need some quiet time away from the group.
• Parents are overwhelmingly positive in their praise about the setting. They value the communication systems and the software used to keep them informed about their child's daily activities and development. Additionally, they find the setting welcoming, flexible, and respectful of their children's backgrounds and cultures.
• The consistent staff team have a sound understanding of their key children and the skills they need to develop next. They consistently monitor children's progress to identify any learning gaps. Children with SEND receive good support. Staff are adept at recognising and reporting any concerns. They work effectively with other agencies to ensure children and families receive the necessary advice and support.
• Staff well-being is a top priority, with managers providing supportive and sensitive leadership. Staff feel valued in their roles and are both experienced and well-qualified. Regular supervision sessions encourage staff to reflect on their practice. Managers ensure that all essential training is completed. This fosters a strong staff team.
• There is a strong focus on promoting children's language skills. Staff engage children in daily story sessions, with books displayed in cosy and inviting areas. Additional funding has been used to purchase books for children to take home, encouraging family reading time. Each child also receives a personalised book featuring photographs of their family, fostering a sense of identity and belonging. However, at times, staff ask children questions but do not always give them enough time to be able to think and respond.
• Children have daily access to an outdoor space. Here, they use their imagination, explore nature and engage in physical activities to strengthen their muscles. They manoeuvre wheeled toys, balance on beams, and climb the slide. They skilfully grind rose petals with a pestle and mortar to make potions. They also create their own creatures from natural materials like cork and pine cones.
• The thoughtful planning provides many opportunities to foster children's independence and self-help skills. For instance, children pour their own drinks at snack time and are encouraged to cut up their fruit. They learn to use the toilet independently and make choices during play. They look in the well placed mirror when wiping their nose and learn to put the tissue in the bin. They also find their name cards at registration and place them on the board. Children are well prepared for the skills they will need for their eventual transition to school.

What the setting must and should do next

The provider should:

• Support staff to provide children with more time to respond to questions and think through their ideas, to extend their learning as fully as possible.