Puddleducks Nursery And Pre-School

What is it like to attend this early years setting?

Children arrive happily at the nursery and quickly become immersed in their play and learning. They have formed close bonds with staff and enjoy the time they spend with them. They are safe and secure in the care of staff, who are nurturing and attentive to their individual needs. Babies confidently explore the outdoor area and are happy to join in activities with the two-year-old children, such as sitting together for breakfast. Staff supervise children well to ensure that they are safe.

Staff have high expectations for children. Children behave well, and they understand the rules and boundaries. They learn to take turns with one another with adult support. Children have good opportunities to enjoy physical play, such as digging in the mud, climbing up the slide or creating dens.

Children attending the nursery enjoy an environment filled with stimulating activities and learning opportunities. Staff nurture children's enthusiasm for exploring and investigating. They provide opportunities for children to engage in the world around them through first-hand experiences. For example, older children learn about the local carnival, creating floats and learning about princes and princesses. Children's views are highly valued, and staff provide them with opportunities to make decisions. Children choose which toys they would like to play with, either indoors or outdoors.

Staff provide children with healthy meals that promote their good health. They support children in developing their self-help skills. For instance, staff encourage older children to select their lunches and help prepare their snacks. Children learn about the importance of good personal hygiene skills, such as handwashing.

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

• The manager encourages her staff team to reflect on its practice. She regularly evaluates the setting, and the team of staff work together to make rapid changes and drive improvement. The setting has recently joined the King Alfred Trust and is working closely with the executive headteacher and trustees to develop an in-depth training plan which will directly impact on children's learning and development. For example, plans are in place to improve phonics and mathematics.
• Staff make effective use of settling-in arrangements to build strong relationships with parents and children. They gather information to plan familiar care routines for children. Staff continue to strengthen the relationships with parents using a range of communication methods, including face-to-face meetings, learning journals and a newsletter. Parents say that they appreciate the ideas staff share to help support their children's learning at home.
• The manager and staff have a good understanding of each child, their families and their needs. They track their progress well and identify children who require additional support. The special educational needs coordinator is knowledgeable and works very well with parents and the local authority to put specific plans in place. However, staff do not consistently use the strategies in place to fully support children who speak English as an additional language and those with special educational needs and/or disabilities (SEND).
• The manager is passionate about her role and is committed to providing the best outcomes for children. She has worked hard to secure a good team of practitioners who share her enthusiasm. There is a good team spirit at the setting and staff feel well supported and valued.
• Staff support children's communication and language skills very well. Staff sit facing the babies so they can see facial features to build early communication skills. They skilfully repeat words to toddlers and allow them time to copy and build on their growing vocabulary. Older children learn more complex words as staff model how to blend letter sounds together. Children are confident communicators.
• Staff know the children well and plan activities that they know children are interested in and will enjoy. For instance, older children enjoy using the apples from the apple tree to pretend to make apple crumble. Babies enjoy exploring the sand as they begin to use tools to scoop and tap. There are a range of varied play experiences available to all children. However, activities for toddlers are not always challenging enough to support toddlers to become engaged in their play, and they quickly lose interest.
• Staff support children's early literacy and mathematical understanding well. Babies and toddlers freely choose books that interest them and thoroughly enjoy listening to stories. Older children talk excitedly about the characters and join in with repeated refrains from the book. Older children are keen to write some letters from their names and create drawings. They develop their understanding of number and recognise a small total without counting.

What the setting must and should do next

The provider should:

• review systems in place to ensure strategies to support children who speak English as an additional language and children with SEND are consistently used by all staff
• develop ways to challenge toddlers to develop their concentration levels and extend their learning.