Woodgate Adventure Playground Nursery

What is it like to attend this early years setting?

Children form strong bonds with the friendly staff from the start. Young children approach staff for cuddles and reassurance when they need it. Staff help children to explore their emotions, such as while playing with soft-toy colour monsters that illustrate different feelings. They guide children to look at illustrations in a book while using home-made dough to create models of the creatures. Children practise their fine motor skills when moulding the green dough into round shapes. Staff use opportunities like this to talk with children about what they are doing and introduce new words and ideas, such as 'calm'. Staff celebrate children's achievements by displaying their artwork prominently.

Staff provide a flexible, structured curriculum based on children's changing needs and interests. They offer different experiences to build on what toddlers and children already know and can do. For example, staff focus on helping children find out about changes in the natural world around them as autumn approaches. Staff prioritise helping all children to gain confidence and independence. For instance, at the start of the sessions, children hang up their coats next to their photos and find their name and picture to self-register. Children pay attention to staff shaking a tambourine and recognise the sign that it is time to tidy away.

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

• Leaders reflect continuously on the quality of the nursery provision and make any necessary improvements. Supervision sessions, staff meetings, training, ongoing professional discussions and coaching help staff to develop in their roles. Staff work together well as a team with good communication.
• There is a strong focus on the development of communication and language skills. For instance, children listen to staff read their favourite books in lively tones. They are excited to join in with familiar songs and rhymes. Staff speak clearly using simple language and adapting their interactions with children according to their ages.
• Young children quickly learn about routines to follow, such as sitting with their friends for a brief circle time. Staff use picture cards to help children recognise upcoming changes, such as snack time. However, on occasion, activities and the environment are not as carefully planned to fully support the needs of the youngest children. This means that young children sometimes become less settled and engaged during their play.
• Staff praise children's efforts and encourage them to 'use their words' to explain their needs. They generally intervene if required and remind children of their expectations and the simple rules, including using 'kind hands', listening and walking indoors. However, occasionally, staff do not use the agreed strategies as effectively to support a consistent approach. This means that children sometimes miss the opportunity to practise and embed what they are learning.
• This is an inclusive setting where all children make good progress, including children with special educational needs and/or disabilities and those whose home language is not English. Staff work closely with other professionals to secure support to help narrow any gaps and prepare children for the next stage of their learning.
• Children make choices in their play from a wide range of age-appropriate resources indoors and outdoors. They enjoy role play, such as pretending to visit the dentist in the home corner or 'repairing' a pirate ship in the outdoor play area. This helps them to develop their imaginations and practise their communication skills.
• Staff help children to learn to share and take turns. For example, children use props and pictures as part of a storytelling activity in a small group. They pass these resources on to their friends willingly after they have had a go.
• Partnerships with parents are effective. Staff work with parents to help continue learning at home, including toilet training. Parents say that their children are happy to attend and that staff are caring and informative about children's progress.
• Staff ensure that children play outdoors daily, where they practise skills such as balancing on beams, running around open spaces and jumping through hoops. They benefit regularly from fresh air and exercise. Children follow good hygiene routines, including handwashing before eating healthy snacks such as sweet corn and drinking milk or water. This supports their good physical development and health.

What the setting must and should do next

The provider should:

• enhance the planning of activities and the environment to promote the learning needs of younger children even more effectively
• strengthen support for staff to ensure the consistent use of strategies to help children understand fully the expectations for their behaviour.