Playdays Pre-school

What is it like to attend this early years setting?

Children smile and are happy as they arrive at this welcoming nursery. They show that they feel safe and secure as they respond to the caring, attentive staff who greet them. Children swiftly and excitedly engage in a range of activities that are thoughtfully planned for them by staff to reflect and support their personal needs and interests. Staff support children's language and communication skills effectively as they play alongside them. For example, when children add toppings to ice-cream cones that are filled with shaving foam, staff skilfully model new language for children. As young children point and say 'blue', staff respond by saying 'blue sprinkles'. This supports children to make good progress with their communication and language skills.

Children spend lots of time playing and exploring in the outdoor area. For example, they have fun mixing water and herbs together in teapots to make drinks for each other. Children are encouraged by staff to use their senses and describe the herbs they use. They describe how the lavender smells 'nice' and 'sweet'. Children feel pride as staff delight in the fragrance of the delicious lavender tea made for them. Children also develop important physical skills as they are supported by staff to throw frisbees and beanbags at targets. Children hop, skip and jump across number tiles, and staff support children's mathematical understanding as they sing number rhymes and count as they jump. Children happily follow the rules and routines that are established within the nursery, and staff consistently recognise and praise their efforts and achievements. As a result, children's behaviour is good.

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

• The manager has a clear vision of what she wants children in this nursery to learn. The curriculum has a high focus on children's communication and language skills. This area of learning and development is supported through a play-based curriculum in a language-rich environment. Children's favourite storybooks and areas of interest, such as transport and travel, are used to plan learning opportunities for children.
• Staff have a thorough understanding of children's starting points, and they track their ongoing progress. They use observation and assessment effectively to plan learning experiences that are based on children's existing knowledge. As a result, all children, including those with special educational needs and/or disabilities (SEND), make good progress in their learning.
• Parents report that their children are happy at this nursery, and they make good progress. Parents feel that children enjoy their time here and feel safe and secure. However, not all parents are familiar with their child's key person. Therefore, they have not had the opportunity to build and develop relationships that would further support their child's learning and development. Parents appreciate the support given to them and their children in preparation for starting school.
• Staff support children to develop an understanding about healthy lifestyles. Children have lots of opportunities to explore the outside space and develop important physical skills. They join in excitedly with activities as they listen to music and follow instructions. For example, they enthusiastically take 'small steps like a mouse' and 'giant strides like a giraffe', as they move quickly and slowly around the room. Staff talk to children about foods and drinks that are good for them as they enjoy drinking milk and eating fruit snacks. Children learn about good oral health. They learn that sugary foods are not good for their teeth, and they are supported to learn how to brush their teeth.
• The manager and staff support children to learn important skills that will help prepare them for school life. Children demonstrate good levels of independence. They choose their own activities, meet their personal care needs and pour their own drinks at snack time. Children take turns and share resources as they play happily with each other, showing they are developing an understanding about tolerance and acceptance of others. Children enjoy mark-making opportunities, and older children write notes to their families that they excitedly read and share with staff.
• The manager works effectively with an early years consultant to review how well the nursery is performing on a regular basis. She identifies strengths and weaknesses and sets clear goals for improvement. For instance, the manager has implemented a healthy eating programme that has a sensory approach to engage and teach young children about healthy foods and choices. The Manager also works regularly and closely with other external professionals to support children across the nursery, including those with SEND to ensure that they have the best care and opportunities to make progress.
• The manager provides support for staff. She strives to create a positive working environment where staff feel valued. Staff comment that they feel their well-being is very well supported. They attend regular in-house and online training that supports their ongoing professional development. This impacts positively on their own practise and, subsequently, children's learning and development.

What the setting must and should do next

The provider should:

• strengthen the key-person system to help build relationships with all parents that will support their children to make the best possible progress.