Pound Lane Daycare

What is it like to attend this early years setting?

Staff know their children well and adapt the curriculum effectively to entice a positive attitude to learning. For example, staff recognise possible triggers that can spark unwanted behaviours. They are quick to distract and redirect play, knowing when children need a calm space, to share a book or when they need physical activity. This helps children to self-regulate and to become more accustomed to behavioural expectations.

Older children gain good numerical knowledge. For example, during group times they help each other to count how many children there are and confidently clap the corresponding amount. They work out what number would come next. Children are consistently praised, knowing what they have done well, and develop high levels of self-esteem.

Younger children love their time in the soft-play area, developing their physical skills. They learn to climb safely, supervised well by attentive staff. Children are proud of their achievements, saying 'Look at me' with a big smile, as they climb to the top of the ladder. Children form strong bonds with their familiar adult and confidently explore the different shapes, checking in regularly.

Children love books. Older children listen well to the 'Worrysaurus' and explore different feelings and emotions. Children respond well to questions as they talk about going to school and what will make them happy.

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

• The provider has designed a well-thought-out curriculum, which provides a balance across all areas of children's learning. The curriculum builds on children's knowledge and interests with specific goals for the children to achieve as they move on to their new room and eventually on to school. Staff assess children's progress effectively and provide additional support when they identify gaps in learning. Staff use any additional funding successfully, for example, to resource intervention groups, to build children's focus and attention.
• Generally, staff use their recent training well to support children's communication and language skills. For example, staff provide children with choices so that they know children have understood their responses and not mimicked what has been said. However, practice is not always consistent and staff do not always extend and challenge children's thinking more precisely.
• Older children enjoy opportunities to be physically active. They keenly participate in songs and rhymes, such as 'Head, shoulders, knees and toes', following actions well. They are enthusiastic in their cardio session, moving in different ways. They listen well to instructions, such as forming the plank and balancing on one leg. Children concentrate and persevere well to achieve.
• Staff meet children's care needs well. Staff are respectful, for example, they ask permission before checking nappies and before lifting children's tops to apply a cold compress after an accident. There are good arrangements in place to ensure staff meet children's dietary requirements successfully. Children are closely supervised as they eat and enjoy sharing what they have learned today with staff.
• Children gain good independence. Older children find their shoes and put them on, persevering to succeed. They know they need to wear sun hats and to have drinks regularly on a hot day. Children quickly make decisions about their play. Staff support children well to negotiate turn-taking with the balance bikes. Children understand expectations and keep within their zone so that their friends can play happily and safely with the water.
• There is a lack of consistency in how staff share information about children's learning and their next steps with parents. Staff do not always provide parents with ideas on how they can support children's learning at home.
• The provider has a good overview of what works well and what needs to improve to enable children to reach their full potential. She has supported staff well to improve their understanding of the curriculum and to implement it with more consistency, overall.

What the setting must and should do next

The provider should:

• develop further partnerships with parents, to share information on children's learning, next steps and ideas for home learning, for further continuity in supporting children's learning and development
• continue to embed training, providing support and guidance so that there is consistently high-quality interactions throughout the nursery.