Poplars Day Care Nursery

What is it like to attend this early years setting?

Children are happy to arrive at nursery and separate from their parents easily, as the friendly and caring staff greet them. Children settle quickly and develop secure relationships with the staff who care for them. Staff work well with parents to make sure that they get to know the children well, this supports children when they first start at the nursery and as they move to different rooms within the nursery.

Children are confident and independent and have positive attitudes towards learning and taking part in the activities that are planned for them. Older children eagerly sit at the table and wait patiently to be involved in activities. They measure out their ingredients, mix them together and compare their mixtures with their peers, as they work together to make cakes. Children are excited by what they have made and proudly show off their achievements.

Staff set clear boundaries so that all children know what is expected of them. All children behave well, listen to staff and show good self-control during activities. For instance, older children are friendly, share the resources and allow other children to join in with their games. Younger children wait for their turn as they are given opportunities to choose pictures of which songs they want to sing.

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

• Leaders are keen and ambitious to provide good quality childcare and education. They provide staff with support and they recognise where staff need help in developing their skills further. Leaders understand the important roles that the staff play in the running of the nursery and provide allocated time for them to do their work so that their do not feel overwhelmed with their workload. Staff say that they receive good support from leaders.
• Partnerships with parents are strong and well established. Leaders and staff make sure that they work closely with families to build relationships and to offer them appropriate support. Parents say that the leaders and staff are like family, they do not just care for the children, but they also give care and consideration to the rest of the family. Staff work closely with parents to share information about children's learning and development.
• The support in place for children with special educational needs and/or disabilities is good. Leaders ensure that parents are well informed about what support that they can access for their children. They help parents to receive more focused support and they assist them in understanding what their choices are when applying for school. Parents comment that they feel that leaders have helped them to have a better insight to meeting their children's needs.
• Leaders and staff provide a good range of resources and equipment for children to explore. Their curriculum focuses on what staff know about the children and what they need to learn next. However, at times, staff are not consistent at implementing the curriculum effectively so that all children are offered challenge to help them to make the best progress possible with their learning.
• The nursery has large grounds with open space, with a forest area and paddock for children to explore and be physical. However, staff do not make the most of this outside space consistently. At times, staff are reluctant to take children out when there is light rain even though they recognise that some children need space to run. Children do have small areas outside to free flow, but some children need more opportunities to be active.
• Leaders and staff help children to learn about the wider world and how all families are all different. Staff plan activities and meals based on the theme of 'around the world' to support children's understanding of diversity. Children explore the cultures through stories, music and food.
• Staff support children's language development well. They focus on modelling language, introducing new words and helping children to extend their vocabulary. Children copy the new words that staff introduce, using them as they play alongside their peers.

What the setting must and should do next

The provider should:

• continue to develop the implementation of the curriculum so that all children are offered appropriate challenge to make the best possible progress in their learning
• make better use of the outdoor learning environment, to provide more opportunities for the children to be physical, particularly for those who prefer to learn outdoors.