Playdays Nursery

What is it like to attend this early years setting?

Children are happy and confident in this nurturing nursery. Staff know children well and quickly establish secure bonds, even when children are new. Leaders focus on supporting children's emotional security. They use photos of families, mirrors and images of children around the environment to help children to develop a sense of belonging and identity. Staff play songs in children's home languages throughout the day to help them to feel pride in their family backgrounds and learn what makes them unique.

Leaders structure the curriculum to develop children's sensory exploration. Babies explore citrus fruits in water. Staff describe the tastes and textures to help babies understand what they are experiencing. Toddlers explore sand and make marks with their fingers. Pre-school children manipulate play dough, and explore the textures of different items, such as cereal and spaghetti. This helps children to become familiar with a wide range of textures, which leaders recognise as important for encouraging children to try new foods.

Staff have high expectations for children's behaviour. They model positive interactions and encourage sharing and turn taking. Staff help children to manage their emotions appropriately, such as by using calm spaces and sensory toys. Staff support children to express their feelings with words. This helps children to learn how to navigate social situations respectfully.

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

• Overall, children benefit from activities that help them move and gain control over their bodies. They climb and balance on blocks, ride bicycles and join in with movement games. These activities help children to grow stronger and more coordinated while enjoying active play. However, staff do not consistently support children's physical development. For example, cluttered floors in the baby room make practising walking difficult for babies, and some pre-school activities are too difficult, such as using scissors. This affects children's confidence.
• Staff support children's communication and language well. Babies learn to take turns, such as through responsive games of peekaboo. Staff use songs to reinforce new words and concepts. At mealtimes, staff encourage children to share their ideas and past experiences. However, some story times are interrupted by routines, such as nappy changing. These interruptions reduce children's opportunities to listen and hear the language being used.
• Staff use care routines to help children to form secure relationships. During nappy changes, mealtimes and getting dressed, they talk gently, explain what they are doing and respond to children's cues. Staff give cuddles and reassurance when children are upset, helping them to feel safe and valued. These predictable routines allow children to feel secure and become more willing to explore and interact with others.
• Staff support smooth transitions for all children. New children have home visits so staff can learn about their routines, interests and family backgrounds. This helps children to settle quickly. When children move between rooms, key persons provide handovers and meet with parents and carers to share information, to ensure continuity of care and learning. For children moving to school, staff prepare booklets and photos to familiarise children with the new environment. These carefully planned transitions help children to feel ready for the next stage of their learning.
• Staff support children with special educational needs and/or disabilities by using strategies that meet their individual needs. They provide visual cues, adjust seating and offer extra guidance during activities. Staff work closely with specialists and other professionals to ensure that children receive the right support. This helps children to join in fully and make good progress.
• Children benefit from healthy eating routines that encourage them to try new foods and build confidence at mealtimes. Staff work with parents during the weaning stage and manage children's allergies carefully. They adapt meals to keep children safe.
• Leaders involve parents through coffee mornings and regular meetings to discuss their children's development. Staff share what children are learning at nursery and give parents strategies for extending this at home. Parents' suggestions are welcomed and acted on. This builds strong partnerships and ensures children that feel supported at home and in the nursery.
• Leaders support staff's well-being by creating a positive culture. They provide regular feedback, training opportunities and guidance to help staff to develop their skills. Staff feel valued, can raise concerns openly and appreciate the collaborative environment that encourages teamwork.

What the setting must and should do next

The provider should:

• strengthen the curriculum for physical development to ensure that activities and the environment are structured to help children to practise new skills
• consider the timing of care routines to ensure that they do not interrupt children when they are engaged in and enjoying story time.