Playdays Preschool 7

What is it like to attend this early years setting?

Children arrive at the setting happy and eager to take part in the day. They form strong and trusting relationships with staff, which help them feel safe and secure. Staff support children who speak English as an additional language by learning key vocabulary in their home language. They create displays and books that help children learn about each other's home lives. This helps to celebrate diversity and provides an inclusive culture.

Leaders work with their team to design and deliver an ambitious curriculum that promotes all areas of children's development. Leaders and staff have consistently high expectations for children's learning and ensure that experiences are carefully planned to develop knowledge and skills.

Staff place a strong emphasis on developing children's fine motor control and precision. Older children are supported to use tools such as scissors to cut safely, while younger children are encouraged to handle glue spreaders to create artwork. As a result, children strengthen the small muscle groups in their hands and fingers, building the foundations needed for future learning, including early writing. Staff engage children in meaningful conversations about their creations, 'I have small eyes and blue hair,' which further supports language development.

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

• Staff gather information from parents when children first start about their care needs, interests and prior learning. They use this information to implement routines and support children to settle. Staff further observe and assess what they already know and can do to help them plan next steps. Leaders work well with other settings' children also attend and share information effectively.
• Staff promote positive behaviour consistently. They establish clear expectations that children understand well. Children confidently explain what making 'green choices' means, such as following instructions, walking indoors, and using gentle hands. Staff refer to the rules and give children gentle reminders throughout their day. Consequently, children behave well and quickly adjust their actions when needed.
• The support for children with special educational needs and/or disabilities (SEND) is a real strength of the nursery. Staff skillfully plan structured activities to support children's listening, attention, speech and language skills. For example, children wait intently to see what objects will come out of the 'attention bucket'. Staff weave new vocabulary into the activities, such as 'shake' and 'spin'. They work tirelessly with parents and outside agencies to ensure children with SEND receive the very best support and interactions to enhance their care and learning experiences.
• Staff effectively promote children's communication and language skills. For example, they ask open-ended questions at snack times, read stories, and join in with children's play to extend conversations. However, when noise levels indoors become too high, it is sometimes difficult for children to listen carefully to staff and to one another.
• Staff promote children's independence skills well. Children follow established routines with little support, such as washing their hands. Staff encourage children to self-serve and take part in mealtime routines. For instance, children unpack their food and feed themselves under the supervision of adults. Children learn to manage their self-care needs from a young age.
• Staff plan meaningful opportunities for children to engage in mathematics. For example, staff support younger children in identifying shapes and discussing their features. Children say, 'I found a circle' and staff respond saying 'yes, that is a circle, and it is round'. Staff challenge older children to identify shapes in the environment based on their properties. Children beam with pride as they discuss the shapes they can see.
• Occasionally, staff are not clear enough about what they expect children to learn and overcomplicate the activity. For example, staff sometimes introduce too many concepts and too much information, which causes some children to lose interest.
• Parent partnerships are strong. Staff share children's learning during daily conversations and meetings. Leaders provide key information for parents and signpost them to support services. Home learning bags are available to support areas, such as understanding feelings and promoting healthy eating. This helps to promote continued learning at home.

What the setting must and should do next

The provider should:

• further develop strategies to manage indoor noise levels, to help children fully engage and concentrate on their learning
• support staff to ensure they are clear about what they want children to learn and do not overcomplicate activities.