The Playhouse Day Nursery

What is it like to attend this early years setting?

The manager has created a homely and calm nursery that helps children to feel settled and welcomed. Children, including those with special educational needs and/or disabilities (SEND), show that they are safe and happy. Staff make sure they are nearby and available for children should they need any reassurance. This helps children to build their confidence to explore the learning activities that staff thoughtfully provide.

Staff have high expectations of children's learning. For example, they encourage children to follow a recipe to create current buns with play dough for their mathematics song. Children begin to understand what is expected of them and they are eager to learn more. They learn the curriculum well.

Staff help children to be ready for their learning. For instance, they ably help children to understand when one part of the nursery routine is about to change. They gently remind children that it is time to tidy up and to have their 'listening ears' ready. Staff make sure that children learn the nursery's rules for how to behave. For example, they explain carefully to children why they should walk when indoors. This helps all children to behave sensibly.

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

• The manager, who is also the owner, has developed an ambitious curriculum for children, including those with SEND. She is clear about what she wants children to learn while they are at the nursery. Due to the well thought out curriculum, children become number lovers, chatty communicators and physically adept.
• The manager makes sure that staff understand how to deliver the curriculum. Staff ably help children to remember and build on what they already know. For example, when children play with mud outdoors and mimic the making of play dough, staff remind them of their previous learning. Children delight in being able to remember important knowledge and processes.
• Staff use every opportunity that they can to include mathematics in children's learning activities. For example, staff count aloud when children climb and model thinking when deciding where objects fit at tidy up time. Children gain important new knowledge. They learn that mathematics is fun.
• Staff support children's language development well. They add interesting and meaningful new words such as 'bauble', 'mix' and 'stir' into their play. Staff help children to learn rhymes and songs. Children develop a good grasp of using and understanding new words in their growing vocabulary.
• Staff read carefully selected, high-quality stories to children often. They use short pauses and questioning thoughtfully at shared story times to help children to think. Staff entice children to talk about fiction and non-fiction books. Children learn important knowledge about books and stories.
• The manager provides healthy snacks for children. She ensures that they learn key knowledge about keeping their teeth healthy, such as when they take part in the nursery's daily toothbrushing programme. Nevertheless, although the manager shares the curriculum with parents, current systems are not always effective in helping to guide them. Therefore, children do not always benefit from continuity in their learning experiences regarding making healthy food choices.
• Generally, staff encourage children to be independent. For instance, staff provide ample opportunities for children to serve themselves at snack time when ably pouring their own milk from large milk containers. However, at times, some staff overhelp children, such as when climbing and balancing on outdoor equipment. Children do not always learn the importance of resilience.
• Parents are positive about their child's experience at the nursery. They say that the nursery provides them with helpful advice. For example, staff help parents to support children's learning to talk, use the toilet and to share books. Parents feel well supported by the staff.
• The manager supports staff in their roles effectively. For example, she observes staff's work and coaches them on how to improve. Staff feel supported, understand their roles and love working at the nursery.

What the setting must and should do next

The provider should:

• continue to embed systems for sharing the curriculum with parents to help guide them and provide continuity in children's learning experiences with regards to healthy food choices
• strengthen staff's understanding about the curriculum for personal development so that children become capable and resilient learners.