Sunninghill Playcentre

What is it like to attend this early years setting?

Children arrive at the nursery happy and confident. The key-person approach is firmly embedded to help children feel safe and secure. Staff work hard to get to know the children's families. This helps them to talk with the children about their interests at home, such as swimming lessons. Children are very confident to approach their familiar adults for comfort and reassurance.

Overall, leaders and staff plan a highly ambitious curriculum based on themes and the children's interests. They recognise the importance of children learning about the community they live in, and plan regular trips in the village. For example, a recent walk to the local fields was planned to support the themes of road safety and autumn. Children confidently recall how they cross a road, explaining that they 'stop, look and listen'. This helps them learn about how to keep themselves safe. Furthermore, staff use leaves and fir cones the children have collected to create inspiring sensory trays. Children thoroughly enjoy taking part in an activity as they investigate the difference between a squash and a pumpkin. They learn new words, such as 'smaller' and 'ginormous', as they compare the different sizes of the squash and pumpkin. Staff use a wide range of vocabulary as children explore. This encourages children to use new vocabulary in their play.

Children's behaviour is good. Staff support children's behaviour with a consistent approach. For instance, they implement various reward strategies when children make good choices. This helps children to make positive decisions.

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

• Children's physical development is well promoted. Staff plan spaces for babies to develop movement and walking skills. This helps to promote their core strength and balance. Older children develop the small muscles in their hands. For example, staff book appointments with the children in the role play hairdresser's. Children mark make with a purpose in their notepads with pencils. This prepares children for later writing.
• Staff use action songs to support children's speaking and listening skills. For instance, staff dance with the children and help them identify different parts of their bodies as they sing. Children thoroughly enjoy these sessions. They listen intently for the instructions as they move their bodies and balance beanbags on their heads. All children develop good communication and language skills.
• Staff complete regular observations of children's development. They have a clear understanding of what they want children to learn next. Overall, children access a well-sequenced curriculum that builds on what they already know and can do. However, the quality of staff's teaching is variable during some adult-led activities. For instance, staff do not adapt teaching fully effectively to match children's individual needs. This means that, at times, children are not fully supported to extend their learning.
• Staff positively promote books and the love of reading with the children. Even the youngest children choose and handle books carefully. Staff have a focused story that they read out loud in an exciting way, which captures the children's imagination. This helps to foster children's love and respect for books.
• Staff promote children's independence skills well. Children use the toilet themselves and wash their hands. Staff encourage and help young children to use cutlery at mealtimes. This helps prepares them for their future transitions.
• Staff have high expectations for children's behaviour. They set clear and consistent boundaries to help children to know what is expected of them. Children respect the staff and listen well. They know the nursery routines well. This supports their positive attitude to learning.
• Staff work well in partnership with parents. Leaders and staff invest time in getting to know the children and their family well before they attend. This helps them build trusting relationships with the parents. Staff share regular information with parents about their children's learning. This helps parents to continue their child's learning at home.
• Leaders' self-evaluation is mostly accurate and identifies areas for further development. They implement a programme of training to help develop the practice and knowledge of staff. For example, staff have attended training on how to promote positive behaviour. This supports children's well-being. However, leaders do not always precisely identify how to raise the quality of teaching to the highest level. This means staff's teaching is variable across the nursery.

What the setting must and should do next

The provider should:

• strengthen the monitoring and coaching of staff, to help staff provide more consistent support for children's learning during adult-led activities.