Playschool Nursery St Albans

What is it like to attend this early years setting?

Children settle well and enjoy their time exploring this interesting and vibrant nursery. They engage well in the wealth of play opportunities that leaders and staff plan around their varied ages, interests and learning needs. All children enjoy daily sessions of outdoor play to develop their physical skills. Staff provide an indoor garden that allows children to explore concepts, such as growth and decay They have a well-considered sensory room that encourages children to explore their feelings and begin to regulate their emotions.

Children are learning to be independent in age-appropriate ways. Staff encourage them to complete tasks throughout the day. Young children change their shoes on arrival and place them in containers before joining their friends in play. Staff encourage older children to take on roles of responsibility in their rooms. They assign themselves tasks such as 'line organiser' when moving around the nursery, and 'soft-play tidier' when organising their environment. These small yet significant responsibilities support children's growing confidence.

Staff implement the nursery's core values well across all rooms. All staff model polite and respectful behaviour towards children. Older children can refer to these values on the colourful displays they have created about them. These expectations are shared with parents to provide a consistent approach to supporting children's behaviour. As a result, children behave well and are kind and helpful towards their friends.

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

• Leaders reflect well on practice and continuously evaluate the care they provide. They seek feedback from other professionals and consider the input and ideas that parents provide. For example, leaders provide opportunities for families to spend time in the nursery, exploring the environment. They share comprehensive information with parents about their children's learning and progress.
• Staff in all rooms are sensitive to children's emotional needs and well-being. They introduce age-appropriate strategies that support children to feel secure and confident. For example, babies and young children form close attachments to nurturing staff in a warm, homely environment. Older children explore their changing emotions during regular group sessions throughout the day.
• Staff provide children with a wealth of age-appropriate resources and activities. They adapt their teaching well to meet the learning needs of individual children. For example, older children solve simple mathematical problems during a modelling dough activity. Those children who are not yet able to do this, create shapes out of dough and identify their unique features. On occasion, staff working with older children do not always respond to children's changing interests during planned activities. This means that they can miss rich opportunities to enhance children's knowledge about their current fascinations.
• Children are developing a strong understanding of their personal safety. Older children remind one another of expected behaviours and how this keeps them safe. For example, when walking down the stairs, children discuss the importance of using 'walking feet' and sing a song they made up about holding onto the banister. During mealtimes, children talk confidently about the allergies they and their friends have and the importance of not sharing food.
• The team of staff are well qualified and committed to enhancing their knowledge and skills. Right from the start of their journey in the nursery, leaders work with staff to establish career aspirations. Regular supervisions and formal appraisals ensure staff remain focused on their goals. For example, staff have access to a wealth of online training opportunities. In some rooms, this same robust coaching is not always evident, specifically when supporting the practice of leaders.
• Robust processes are in place that support children to settle well in the nursery. Leaders and key staff gather vital information about children's early experiences, including their interests, cultures and customs. They consider this well when planning appropriate and exciting activities. Children's progression through the nursery is conducted in a sensitive manner and reflects their different needs. Children spend increasing periods of time in their new environment with their key person on hand for support before progressing permanently. Where necessary, staff will move rooms with children to provide more long-term support.
• Children of all ages are confident communicators. Young children enjoy sociable mealtimes, where staff chat to them, role modelling new words based around the textures and tastes of the foods they eat. Older children enjoy regular group sessions, where they discuss the favourite toys they bring in from home.

What the setting must and should do next

The provider should:

• consider ways to further incorporate children's changing interests into staff's teaching, particularly during planned activities with older children
• enhance current methods of coaching and mentoring to further promote the skills and knowledge of room leaders.