Playdays Nursery

What is it like to attend this early years setting?

Children are welcomed by friendly staff. Staff are kind and attentive to children's needs and parents are very complimentary about the nursery. They comment on how quickly their children have settled and report that they feel the nursery shares information about children's learning and communicates well. There are effective procedures in place to support children as they move between rooms within the nursery.

Children have access to a variety of experiences linked to the seven areas of learning. Staff plan activities and experiences based on children's interests. For example, the nursery has just completed an 'ocean project' where children learned about the animals and fish that live in the ocean. Additionally, they found out about protecting the ocean by recycling plastic. Babies share stories with their peers and staff, pointing to the pictures and turning pages. Older children sing familiar songs at group time. This helps develop children's communication and language skills.

Children enjoy moving around in the fresh air outdoors. Staff support children to take appropriate risks and challenges as they climb and balance on the obstacle course. Children have opportunities to learn about healthy diet and the importance of exercise. For example, children develop their physical skills during an 'ocean motion' dancing activity, copying the movements of the animals and fish.

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

• Children are confident and secure in the nursery environment and are keen to share topics that are important to them with staff and visitors, such as holidays and days out with family.
• Staff are positive role models and give children clear boundaries and routines. Children know what's expected of them and respond well to the gentle reminders given by staff. As a result, children behave well, are eager to join in with their peers and remind each other to take turns with equipment. Children are starting to develop friendships and, with the support of staff, manage disagreements themselves.
• Staff have adapted the provision well for children under two-years-old, focusing on the prime areas of learning. They are attentive to children's care needs and implement appropriate hygiene practice. At times, staff do not recognise when they prioritise daily routines over meaningful interactions. This means staff do not consistently make the most of opportunities to extend children's learning.
• Staff support children who speak English as an additional language effectively. They encourage parents to share keywords and phrases that are spoken at home and use them throughout the nursery. This helps children to feel valued and contributes to their sense of belonging.
• Staff implement a curriculum based on children's interests. This enables them to support children's progress and build on what they already know and can do. Occasionally, staff do not plan enough rich experiences for the most-able children to challenge them and extend their learning.
• Children with special educational needs and/or disabilities (SEND) make good progress from their starting points. The member of staff responsible for supporting children with SEND works alongside each key person, parents and other professionals. This helps to ensure children get the support they need and reduces any inconsistencies in their learning.
• Staff work well together as a team. The manager provides effective supervision, ensuring staff have regular opportunities for training. Staff say they enjoy working at the nursery and the manager is very supportive.
• The manager and staff have developed a good working relationship with the host school to support children's transfer to full-time education effectively. They take children on several visits to the school to become familiar with the space and to get to know the teachers. This supports a smooth transition for children as they move on to the next stage of their learning.
• Staff successfully promote equality and diversity throughout the nursery. They encourage children to recognising their differences and similarities and what makes them unique. For example, children explore their facial features in a mirror, comparing them to their peers and each creating a picture of their face.

What the setting must and should do next

The provider should:

• help staff to recognise opportunities to engage children in meaningful interactions to extend their learning
• support staff to plan and provide activities that offer more challenge for the most-able children.