Playtots

What is it like to attend this early years setting?

Children settle quickly when they start at this warm and welcoming nursery. They are supported by staff who consider their emotional well-being from the outset. As a result, babies and children quickly develop secure relationships with the responsive staff. They are happy and feel safe and secure. Leaders and staff have high expectations for children. Through adult modelling and support, all children learn to take turns, share and be respectful of one another. Staff understand that these are all important skills that children need to succeed in later life.

Children access a rich and varied curriculum. This is enhanced by staff who follow babies' and children's lead within their play. For example, older children busy themselves in making lunch in the home corner. Staff support them to think about what meal to cook and drinks to make. Children's imaginative play and communication skills are well supported.

The environment and routines are carefully planned to support children in developing their independence. For example, older children learn to carefully carry their lunch plate with 'two hands'. They skilfully scrape their waste into the bin, then roll up their sleeves to wash their plates. Children receive lots of praise and encouragement. This is building their confidence as they prepare for starting school.

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

• The support for children with special educational needs and/or disabilities is strong. A culture of early identification and intervention is embedded across the nursery. Leaders and staff work closely with parents and other professionals to meet children's needs. In addition, funding is used effectively to provide children with appropriate support and resources. As a result, children receive high-quality interventions to help them make the progress they are capable of.
• Leaders and managers are knowledgeable and experienced. They are extremely passionate about early years and the children in their care. In addition, they have a clear vision for the future and have identified areas for further development. The leaders are reflective within their practice and consider any feedback as an opportunity for improvement. This ensures children access a high-quality nursery that helps them to build their knowledge and skills to succeed in life.
• Children understand the nursery boundaries and routines and follow these. Staff are consistent when sharing these messages. In addition, children are happy and confident learners. They eagerly tell the inspector about what they enjoy at nursery. Children have a positive attitude to learning and feel safe and secure.
• Children access a rich and varied curriculum. However, the focus on mathematics and literacy does not always offer challenge for older children. For example, children learn how to make their own play dough, supported by staff, who talk them through the process. Staff do not extend learning by incorporating maths and literacy opportunities.
• Managers and staff understand the importance of children's well-being. New children settle quickly into the setting because the transition process carefully considers children's individual needs. As a result, children begin accessing learning and developing independence from when they start.
• Following the impact of the COVID-19 pandemic, leaders have identified that children's communication development is a key area of focus. Children's development is assessed swiftly when starting nursery. The nursery uses a communication assessment tool to identify any gaps in children's development. This is followed by a targeted programme of early intervention work. As a result, children are making considerable progress.
• Staff know their key children well and value them as individuals. They monitor progress through regular assessments to identify next steps in learning. They understand the areas of learning and the ways that young children learn. However, some staff are not always clear about what they intend for children to learn through the activities they provide. As a result, the intent within some adult-led activities is not always clear or specific.
• Parents speak highly about the nursery and the progress their children have made since starting. They are updated verbally each day and say communication sharing is good. Parents express gratitude to staff who have offered help to enable them to access support from other agencies when required.

What the setting must and should do next

The provider should:

• incorporate further mathematics and literacy opportunities to offer challenge and extend learning
• support staff confidence and understanding of delivering learning intent.