Poppyseeds Day Nursery

What is it like to attend this early years setting?

Children eagerly wait for the door to open at the setting. They show excitement to see the manager as she leads them to their age-appropriate rooms. Due to limited entrance space and for smoother drop offs, children say goodbye to parents and carers at the door, which is a procedure that has remained since the COVID-19 pandemic. Children show that they feel secure and have caring attachments to the staff and manager. The setting is a small home-from-home environment. Pre-school children use friendly greetings as they pass through to their own designated building. Children are comfortable with staff and giggle and laugh throughout the day. Staff smile and encourage children with claps and 'high fives'. Children are keen to learn and find out more. Children approach adults with questions and are inquisitive.

Children show good levels of independence. Babies wipe their own faces after meals, toddlers wash their hands unaided and pre-school children put on their own coats. Staff set clear expectations within the setting. Children are familiar with the setting's routines. Staff know the children's preferences and interests. Using these, they set up interesting activities for children to enjoy, for example train tracks, castles and farm toys to re-enact with. Children have opportunities to rehearse their experiences of the world with their peers. Funding purchases extra resources for children of all ages to use. Children make good progress towards the next stages in their learning.

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

• The manager has a nurturing and supportive approach with staff. She shares information and her vision well. There are clear systems in place to ensure staff have opportunities to improve their practice and learn from one another. Staff have up-to-date knowledge. Children receive good levels of care.
• The manager acts with integrity and in the children's best interests. For example, she provides extra meetings for parents to share their views and support children to settle quickly. She works collaboratively with parents and other agencies. This ensures children who speak English as an additional language and children with special educational needs and/or disabilities get timely interventions and access to services that they need.
• The manager and staff plan a sequenced curriculum. Staff create opportunities for children to develop their small-muscle movements. For example, children make marks in play dough and then learn techniques to shape it before using pincers to explore and move pom-poms.
• Staff understand the importance of communication and language. They ensure that their own speech is clear so that babies can repeat what they hear. They extend sentences with words, such as 'big' and 'blue' for toddlers, and correct misconceptions with older children. Staff create excitement around books and songs. Children are part of a language-rich environment.
• Staff encourage children to be independent learners and select activities. Children show good levels of concentration during play. They want to share what they are doing with staff. Staff interact well with children but sometimes miss when quieter children may need extra support to join in and maintain attention.
• The setting has a sizeable garden that is in development, with a courtyard and grass space. Staff make obstacle courses for children to practise large-muscle movements, and children have fun. However, staff do not make the most of this space consistently. At times, staff seem unsure of how best to use the outside area to make meaningful learning experiences and build on what children can already do.
• The children all demonstrate positive behaviours and are considerate. Children are respectful of the toys and tidy up when asked by staff. They respond to adults and use good manners. Children regulate their own behaviour, and staff support them to do this. Children discuss how they are feeling with their peers, for example using the colour red for angry. Children build positive relationships and empathy for others.
• Parents are happy with the care and support their children receive to progress with their learning. Parents say that they get lots of communication, both electronically and in person. Staff share children's achievements and development points with parents. Parents know what children are working on and have support to continue learning at home, such as sharing familiar books.

What the setting must and should do next

The provider should:

• support staff to recognise when quieter children may need help to join in and maintain engagement in activities
• use the outdoor space to create further opportunities for all children to learn outside and develop their physical skills.