Playdays Nursery

What is it like to attend this early years setting?

Leaders greet families so that parents and carers can share information each day about their children. As a result, staff know children well. Children enjoy a close relationship with staff. Staff sit a low level to be available for children. Some children snuggle on staff's laps as they arrive and settle. Children enjoy a home-cooked meal each day. Staff are good role models. They sit with children so that mealtimes are unhurried sociable experiences. Children make choices and develop their independence. For example, they serve vegetables, use cutlery and pour drinks. Mealtimes are relaxed learning experiences where children enjoy opportunities to interact. Children develop close friendships, are confident and communicate well. Staff encourage children to play together, negotiate and take turns in real conversations. For example, children talk about where milk comes from and remember which shops and cafes they know.

Leaders have developed a curriculum that focuses on diversity, independence and caring for others. The curriculum is embedded throughout the setting. It is sequenced and adapted so that all children extend their learning. Support for children with special educational needs and/or disabilities (SEND) is excellent. Staff tailor activities and experiences so that all children are involved and included. Children enjoy core books as they develop a love of literacy, numeracy and language. Staff use a story sack of resources as they read to toddlers about a bear hunt. Children learn to wait and to take turns as staff invite them to explore textures. Staff ask questions and encourage children to speculate about what might happen next. As a result, children are engaged as they develop their understanding.

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

• Children benefit from a clear routine. They help to tidy up and staff give them clear instructions. The day is punctuated with small-group stories and songs. As a result, all children have clear routines and know what is happening now and next.
• Children start the day with songs. Staff are enthusiastic and encourage children to sing and to clap a rhythm. However, on some occasions, staff sing quickly, which means that children are not able to recognise the words. As a result, some children lose interest and are not engaged in their learning.
• Children spend time outside each day. Staff tenderly care for toddlers. They follow children's interests and create sensory activities that excite and engage children. However, on occasions, they do not organise activities to ensure that all children can take part. For example, the area is cramped. As a result, there is not enough space for some children to become involved, and they wander between areas.
• Staff find out about children as they start. Staff identify next steps in learning for each child. They monitor children's progress and share information with parents in daily conversations and on an online app.
• Leaders are available to speak to parents. They offer newsletters and parents' evenings. Parents cannot speak highly enough of the nursery. They say that children enjoy coming to the nursery. Parents are particularly pleased that their children communicate well and enjoy time outside each day.
• Leaders focus on the well-being of staff. They have an open-door policy and work among staff so that they know staff well. Staff say that they feel valued and supported by leaders. Staff enjoy working together. They say that leaders are helpful and friendly.
• Staff are sensitive to the needs of children as they transition and change key persons. Children visit other rooms to help them to settle. Leaders have developed good relationships with local schools to support children's transitions as they leave. They complete a transition report and invite teachers to visit. This helps to provide continuity in children's learning.
• Leaders have established close connections with other professionals who help them to support children with SEND. They develop and plan activities to meet the specific needs of children. As a result, all children make good progress from their starting points in development.
• Leaders have a vision for children's education. They know what they want children to learn. Leaders aim to offer a nurturing environment where children are happy and thriving. They evaluate what is happening in the nursery and identify areas for development. Staff place a focus on developing children's communication, language and mathematics.

What the setting must and should do next

The provider should:

• support children's engagement in adult-led sessions further, such as by slowing the pace so that children can identify and copy sounds and engage with their learning
• review the organisation of activities so that all children have opportunities to take part and be involved.