Playfield Nursery

What is it like to attend this early years setting?

Children are happy and secure at this welcoming nursery. They form close relationship with the staff and other children. Staff greet them warmly and help them to self-register. This helps them gain the sense of belonging. New children to the setting receive consistent levels of support and reassurance from caring staff, who know them well.

Leaders develop the curriculum based on children's interests and what they need to learn next. For instance, children show interest in nature around them, and staff effectively extend their learning. They encourage children to use binoculars to look for birds flying in the sky and magnifying glasses to search for minibeasts under the logs. Staff have high expectations of all children. Children have positive attitudes towards their learning as they fully engage in activities of their choice. Staff observe and assess children's development to inform their planning. All children make good progress in their learning.

Children generally behave well. Any minor disagreements are swiftly handled by staff. Children re-call rules of the setting during group times. Staff act as positive role models for children to see and to know the behaviour they expect from them.

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

• Leaders understand the impact the COVID-19 pandemic has had on children's development. They have a clear intent of what they want children to learn. Staff implement the curriculum and sequence children's learning well. For example, staff teach children about where our food comes from. They read a book about the farm and then re-enact it in the role play, such as creating a farmer's market.
• There is a strong focus on communication and language development. Staff support children to extend their vocabulary. Children join in with stories and songs. Staff listen to children and converse with them. This helps children become confident talkers.
• Children learn to manage their self-care needs on their own. For example, they use the toilet themselves and learn to put their coats on for outdoor play. Children help with small tasks, such as packing toys away after the activity. This helps them gain a sense of responsibility.
• Staff prepare children well for the next stages of their learning, including starting school. For example, staff provide a variety of opportunities to strengthen their small muscles and to make marks. Children create detailed paintings and drawings.
• Staff provide children with some activities to support their gross-motor skills. However, on occasion, they do not consistently include challenging and vigorous play, to support children's physical development even further.
• Children learn about the importance of good health and the benefits of eating a balanced diet. Staff work with parents to ensure that packed lunches that children bring meet their dietary needs.
• Staff provide good ways to promote children's knowledge of mathematics. For example, children count how many items they want to buy and practise using money during role play, such as being shopkeepers.
• Staff feel valued and benefit from regular supervision meetings. They have opportunities to further their professional development through regular training. For example, staff have attended numerous courses, such as autism spectrum disorder. This has helped staff to better understand the signs of autism and how they can support children and families, during early help in partnership with outside agencies.
• Leaders evaluate the provision to identify ways they can improve further. However, the organisation of group activities and some parts of the day is not yet fully effective. For instance, on occasion, during a circle time, staff do not ensure that all children are fully engaged and immersed in their learning as much as possible.
• Partnership with parents is effective. Parents speak highly about welcoming and caring staff. They say they feel informed about their children's progress, for example, through daily feedback and online updates.

What the setting must and should do next

The provider should:

• explore more ways to help children develop their gross-motor skills further, including through vigorous and challenging play
• review organisation of a day, especially whole group activities, to ensure children remain fully engaged and their learning is maximised.