Playroom Day Nursery

What is it like to attend this early years setting?

The manager has successfully led the staff team through a period of robust and well-informed self-evaluation. This has led to a number of significant improvements to nursery practice, which has impacted positively on the outcomes for children. There has been a strong focus on professional development for the whole team. As a result, staff are now equipped with key knowledge and skills that promote children's good progress. Staff are wonderful play companions. They join in with children's play and skilfully steer their learning in different directions. These quality interactions from staff help to build children's motivation to learn. For example, after a short drink break, children eagerly dash back to the water tray to continue their play and learning with staff.

Staff plan an ambitious and well-sequenced curriculum for all children, including those with special educational needs and/or disabilities (SEND). As a result, children benefit from learning and practising new skills, in readiness for the next stage of their learning. For example, babies learn to manoeuvre over soft-play blocks, which promotes good core strength. Toddlers use these core muscles to balance on the see-saw, which gives them the confidence to push off the ground with support from staff. Pre-school children are proficient climbers. They independently scale the climbing net, use their arms to keep steady, and pull themselves up to the top.

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

• The manager has seized every opportunity for support and improvement since the last inspection. A programme of professional development has been welcomed by the staff team. Networking opportunities and excellent reflection of practice means that the quality of provision is now good. The manager and staff team continue to reflect on practice to help to maintain the progress made.
• The manager has fostered a commitment to the success of the nursery within the staff team. There is an open culture of reviewing the quality of education across the team. This means that choices for children's learning are frequently subject to scrutiny and evaluation.
• The curriculum is well understood and implemented by staff. This means that activities, experiences, and interactions from staff are well matched to the needs of the children. The curriculum delivery contributes well to the wider intentions of the manager.
• Staff promote children's communication skills well. Following recent and ongoing training, staff are skilled in using a range of strategies to promote children's vocabulary and conversation and thinking skills. Children are confident communicators and are able to express themselves well.
• Children behave very well and display excellent social skills. Staff offer specific praise that helps children to clearly understand the expectations for their behaviour. Children willingly share and keenly tell the inspector that they cannot use the resources that their friends are playing with. These skills are important as children learn to follow positive social behaviours.
• The key-person system is organised to ensure that all staff fully understand the needs of all children. In turn, children develop secure bonds with all staff, which promote their well-being and confidence. Children are independent and have high levels of self-assurance.
• The curriculum for building children's understanding and appreciation of diversity is, overall, effective. Children explore the cultures of their peers through different religious celebrations, which help to promote respect for different people. However, children are not exposed to a range of opportunities to explore diversity in their everyday play, in order to help them experience, learn about, and develop a respect for people, families, and communities beyond their own.
• Children with SEND are supported well. Staff work well with parents and involved professionals to understand and meet children's needs. Staff ensure that strategies are used in line with the advice and guidance provided so that children receive a consistent approach to their care and learning.
• Effective settling-in procedures mean that children benefit from staff who know them very well. Staff are attentive to babies' needs and are alert to their non-verbal cues to express their wants and needs. These effective care practices greatly promote children's smooth transitions into nursery.

What the setting must and should do next

The provider should:

• strengthen the curriculum for building on children's awareness of diversity to help children to experience, learn about, and develop a respect for people, families, and communities beyond their own.