Playmates II

What is it like to attend this early years setting?

Children are curious learners who confidently explore their environment. They benefit from an ambitious curriculum that helps them to prepare well for what they need to learn next. Babies benefit from a nurturing environment with a vast space to help them to develop their physical skills. They quickly move from crawling to pulling themselves up to a standing position before taking their first steps. Staff offer consistent praise and encouragement, rejoicing as children master their new achievements. This helps to promote children's self-esteem. Toddlers develop more confidence in their own abilities and show an increasing level of independence, learning to do things for themselves. Children make their own choices in their play and learning.

All children behave well. They develop strong friendships with one another. For instance, pre-school children work together to solve problems they encounter. They make predications in their play. One example of this is, children add paint in water to make pretend potions. Children estimate what colour they will make. They count how many hooped cereal pieces they can add onto their pasta sticks. Children show excellent levels of imagination and tell staff that their sticks look like they are toasting marshmallows. Staff offer support and coaching for children and encourage children to think of ways they can extend this activity. Children use blankets and pretend to go camping. They make a pretend fire to toast their marshmallows. This helps to promote children's creative skills.

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

• The manager and staff team have worked hard since the previous inspection. This is reflected in how the curriculum is implemented across the setting. The manager meets regularly with staff and has action plans in place to help them to evaluate the overall quality of the setting. Due to recent staffing issues the managers spends most of her time working alongside staff in the nursery. However, she is unable to dedicate more focussed time on observing practice to swiftly identify and address any emerging weaknesses.
• Communication and language is a strong focus for the nursery. Staff model language and introduce new words as children play. For instance, during a pretend bug hunt game staff encourage young children to use words such as 'magnifying glass'. Staff provide a running commentary as children play. They sing nursery rhymes and read stories to children. Children show a keen interest in stories and respond to questions staff ask about the stories they read.
• Partnership with parents is strong. Parents are complimentary of the care their children receive at the setting. They talk fondly of their child's key person and compliment them on how quickly their children settle. Parents are invited into the setting for parents' evenings and staff share observations and assessments of children's learning. Staff talk to parents about children's achievements and what they have shown an interest in at nursery, such as their favourite story book.
• Staff are respectful in managing children's personal care. They continually talk to them about what they are doing and always seek their permission. The impact is that children are valued.
• Children are provided with a variety of healthy meals and snacks. Staff sit with children and encourage manners, independence and conversation. Children's good oral health is promoted throughout the nursery and staff talk to children about healthy choices. Children follow good hygiene practices.
• Children in receipt of additional funding and with special educational needs and/or disabilities (SEND) are well supported in the setting. Staff liaise closely with other professionals to offer specific targets to help children to prepare well for what they need to learn next. For instance, staff source specialist resources for children to use at the setting.
• Children are aware of the nursery routine. They participate in tasks appropriate to their age and stage of development, such as helping to tidy away toys and resources. Older children 'vote' for their favourite stories to be read before mealtimes. However, some transition times are not organised as E. Some children do not have the opportunity to listen to their chosen story and are left waiting too long before the next part in the routine.

What the setting must and should do next

The provider should:

• focus time on observing staffs practice to swiftly identify and address any emerging weaknesses
• review transition times to ensure all learning is fully promoted and captured.